Students are directed to use Internet sources (AccuWeather and National Weather Service links) and to watch local forecasts online as part of Activity 1. Students are asked to brainstorm audiences and rewrite the forecast for a chosen audience, and they may present the rewritten forecast live to their family. The activity also invites students to explore the recommended websites for additional weather data.

Students are directed to watch two web videos via provided links ("How to Read a Thermometer" and "4 Reasons Why We Have Weather"), showing use of the Internet as part of the activities. Students write definitions in a "Weather Words" booklet and begin a 14-day "Weather Journal," recording temperature, precipitation, and notes/forecasts. Students also draw and label a globe-and-lamp model to show how tilt and sunlight relate to seasons, which requires them to organize and present relationships between ideas (in drawn form).

Students are directed to use Internet resources and videos (YouTube links and AccuWeather) to gather information about the atmosphere and local air pressure. Students are asked to find the air pressure measurement for their area using online resources and to record barometric pressure and wind data in their weather journal. The lesson prompts students to take a picture of experiment results to use in a final project, implying the use of a digital image from a device.

Students are instructed to build a hygrometer, record dry bulb and wet bulb temperatures, and use a chart to determine and record relative humidity in a weather journal. The lesson tells students they may want to take a picture of the hygrometer to use in a final project, and it directs students to use local forecast readings when their homemade device is inaccurate. Students use the heat index chart to relate temperature and relative humidity and answer questions that require interpreting those relationships.

Students are directed to watch an online video ("The Water Cycle for Kids") and to use web links (Rain Paintings, Winter Landscape Paintings) as resources. Students are asked to use a Google search of their street address to view maps when drawing their local water-cycle diagram. Students use Internet resources to gather information and visual inspiration for their writing, drawing, and local-environment investigation.

Students are directed to watch a linked video and use multiple provided web links to research the ten basic cloud types. Students complete a cloud chart by taking notes from the websites and book pages, organizing cloud name, description, altitude, type of weather, and clues. Students are asked to use their completed research to "write your highlighted, neatly typed cloud article in the future," indicating they will produce a typed piece of writing using technology.

Students are directed to use the Internet and YouTube videos (e.g., National Geographic 'Tornadoes 101' and 'Hurricanes 101', UCAR site, FactMonster) to research a type of wild weather for the "Wild Weather Search" worksheet. Students watch online video segments and play the online Disaster Master Game, using web-based resources as part of their activities. Students fill in the "Weather Words" booklet and complete the student activity page that asks for descriptions, causes, effects, and survival tips based on their research.

Students are directed to use an online map (Google Maps) or an atlas to locate and label journey stops: "Using an atlas or online map, locate and label the places listed below." Students are asked to review an author website (Britannica) and answer comprehension questions after visiting it. Students are prompted to "Look online for pictures of large sailboats and their quarters" as a life-application activity. These tasks require students to access the Internet to gather information and identify geographic and topical details.

Students are asked to "Locate these two countries on a map of Europe" and to "Research either Ireland or England," with four web links provided (Discover Ireland, National Geographic Kids, Britannica). Students are instructed to use the information they find to design and write a physical 4" x 6" postcard that includes an illustrated picture and a written note describing what they are doing on a European vacation. The activity requires students to find information online and then compose descriptive writing based on that research.

Students are instructed to type their final copy on the computer and to format it (double-space and indent paragraphs). The lesson provides an Internet link to online typing/keyboarding resources and encourages students who do not know how to type to use those online tools. The Parent Plan repeatedly encourages using the computer for the final copy and consulting online keyboarding practice.

The lesson includes explicit web links (Google Earth, Virtual Globes, World Map for Kids, National Geographic MapMaker) and tells students they can consult online globes. A Parent Plan and unit note require students to complete a final project: an informative book about a local geographical feature, which requires producing written content. Activities ask students to consult a globe or world map and compare their orange-peel and balloon models to printed or virtual maps, indicating use of Internet resources for reference.

Students are directed to watch several web videos (e.g., Continental Drift 101, Britannica video) and to use the National Geographic Education website to find real-world examples for Activity 2. Multiple activities ask students to use online resources to gather information (Activity 1, Activity 2, Activity 6) and a parent note explicitly suggests conducting online research as an extension. Students are asked to record findings and write sentences or complete activity pages based on the information they gathered from those Internet resources.

Students are assigned an on-line reading from the United Nations about population, and they are directed to use the Internet to find printable state and world outline maps. The Option 2 activity instructs students to perform a web search for city population data and to record those figures for use in creating a dot map. The wrapping-up migration activity asks students to find a printable map on the Internet and suggests recording oral history interviews if possible.

Students are instructed to use the Internet to find and print an outline map of their state and to type their state name plus 'resource map' into a search engine to locate resource maps. Students create a resource map, draw symbols, and make a map key to represent where resources are found. Parent notes ask students to locate information from reliable sources and explain why resources are found in particular parts of the state.

Students are directed to use Internet resources (YouTube, the EPA's How's My Waterway site, Nature Conservancy pages, and local water system websites) to find the name of their watershed, associated bodies of water, and the source of their household water. Students are asked to visit those websites and use the information to complete the "My Watershed" and "The Water at Home" activity pages, recording names, bodies of water, and actions individuals can take. Students are also prompted to use online water quality reports and provider websites as part of identifying and documenting their home's water source.

Students are asked to look up images and find more information online to create a postcard about a geographical feature, and the lesson provides specific web links to support that research. Students watch online videos (YouTube links) about the Alps and the Von Trapp family and answer reflection questions, showing use of the Internet to gather content. Students write a note on the postcard and complete written reflections about music or a recipe, producing written work tied to online research.

Activity 2 directs students to "look up images of the geographical feature or location, and try to find more information about it online," and provides several web links to use for that research. The activity asks students to draw the feature and write 4–6 sentences on a postcard, using the online sources as references for their content.

The lesson provides a direct web link to the Unit Review Sheet and instructs students that they may consult park websites or online map sources to help draw their map. The instructions also allow students to take a photograph of a 3-D relief map to include in the book, implying use of a camera or digital image. Students are prompted to research human uses and impacts, which could be done via Internet sources referenced in the guidance.

Students are asked to watch The City of Ember via streaming or online rental services and to consult online movie reviews (links to Scholastic News and Rotten Tomatoes are provided). Students are instructed to read and/or watch reviews online to better understand what to include. Students are asked to write or perform a movie review describing characters, setting, and plot and to discuss how the setting influences the film.

Students are asked to write a 6–8 sentence speech in their journal to explain a nonviolent solution and read it aloud at a town plaza, which requires producing written text. The activities allow students to conduct a short performance that can be recorded and shown to an audience, and a parent note explicitly mentions that a technically savvy child may splice together scenes and find short cartoons on YouTube. The student activity page and options for recording provide opportunities to use digital tools to present ideas.

Students are instructed to "visit a variety of websites" and to use "trusted sources like news organizations, museums, universities, and government organizations" when gathering research for the Wars and Plagues project. The project allows students to "copy from the Internet and pasted in the boxes" for the newspaper report and asks students to locate and record sources on the Research Organizer page. Students are also told to put information into their own words and to use research notes to write essays and a newspaper article.

Students are instructed to watch a linked "Rock Cycle" video and to visit web links (a painting site, Poetry Foundation, and Geology.com) to gather information, so they use the Internet for research and background. Students are told to research their chosen rock online to learn where it might be found. The activities require students to produce a poem or drawing about the rock and its environment after online research.

Students are directed to watch two named YouTube videos and to use a geology.com page to gather information before and during Activity 2. In Activity 4, students are instructed to use the USGS interactive map: click check boxes, zoom to regions, select a volcano marker, and open the volcano's web page to read descriptions and view images or videos. Multiple web links are provided and students are asked to refer to those Internet resources while completing observation charts and choosing a volcano for drawing.

Students are directed to use Internet resources: two explicit web links are provided (a Metamorphic Rocks page and a Sedimentary Rocks page) and students are told to "search online if you'd like to learn more" about their rock samples. Students are also asked to view an online National Geographic slideshow to think about weathering and erosion. Worksheets require students to record observations, hypotheses, results, and conclusions, and the instructions reference using online pages for additional examples if students are unsure how to describe textures.

Students plan and create a computer slide show or record a video using technology; the slide-show option directs students to sketch slides that answer focused questions, find photographs and images online to support each slide, and write descriptions in the notes section or a separate document. Students are asked to present the slide show to family and are given the option to upload their final project to a Beyond the Page Portfolio. Rubrics evaluate organization, clarity, and the inclusion of content that links stages of the rock cycle to changes in Earth (e.g., tectonic activity, weathering, erosion).

Students are instructed in Activity 3 to use provided web links (NASA and ESA) or other online sources to research Mars and record facts in their journal. The activity directs students to read about the planet, look at images online, and then write an acrostic poem, which requires students to gather information from the Internet and produce written responses.

Students are asked to research the history of Pompeii using books or online sources and specific web links (National Geographic Kids, HISTORY.com) to gather facts for the "Volcano Research" page. The lesson provides a web link to the story and a YouTube video about irony, which students are directed to view as part of activities. Students are asked to "record your poem or song" as the RAFT product, implying an audio recording step after researching and composing their piece.

The lesson includes a Web Link to the full text of Rip Van Winkle on Wikisource and explicitly directs students to locate pictures and information about the Catskill Mountains online. Option 1 tells students they can "locate pictures of these mountains online" for a painting, and the Parent Plan for Activity 1 repeats that the child "will find pictures and information about these beautiful mountains online."

The lesson explicitly allows students to type their short story as an alternative to handwriting (Activity 5). The Special Notes advise looking online to find a contest and mention submitting a story to competitions, which implies possible use of the Internet to publish. The rubric and activities focus on composing and organizing writing, which could be produced using a computer.

The lesson provides two explicit Internet resources (web links) students can use for map-related questions and research. The Parent Plan notes that the child has the option of completing the unit-long timeline using an online tool. The Wrapping Up and Life Application sections instruct students to use their local library or the Internet to research their state's 1860 information.

Students are asked to research leaders and create Civil War leader trading cards, filling in biographies and impressions. Instructions explicitly say students can "find images online or in other sources" and point to the Library of Congress "Selected Civil War Photographs" web link as a recommended resource. The activities require students to look up leaders using the book's glossary and to record information about roles, background, notable events, and impressions.

Students are asked to conduct research "with your parent's help, on the Internet" when designing a Civil War monument, and the lesson supplies web links (National Park Service sites) for virtual field trips. Students are also prompted to record information, write significance statements, and describe and sketch their monument on the provided 'Civil War Monument' activity page. The map and timeline activities require students to locate battles and write short explanations of their significance.

Students are instructed that they may find modern-day grocery prices using an online grocery store to complete the Rising Prices activity. The lesson provides a URL and directs students to "visit the website listed below to view examples of Confederate money." The activity also notes that students may use a calculator to compute price increases.

The documentary film option instructs students to write scripts, plan narration for each segment, film using a video camera, and use computer editing software to add titles and effects, and it directs students to find historical images on the Library of Congress website. The museum exhibit option asks students to create written exhibit cards and a poster that summarize themes and explain the significance of items, and it recommends using internet images from the Library of Congress. Both project rubrics assess whether narration/explanations are clear, whether sequence is logical, and whether the presentation conveys important themes, requiring students to organize and present relationships among ideas.

Students are instructed to read about the Battle of Bull Run and the statehood process using specified web links (Activity 2 and Activity 5), and the lesson labels those sources as secondary sources. Students are told to use the Internet or other reference sources for research and to record important information from those sources. Students are asked to record findings in journals and on color-coded note cards, indicating use of online research to gather content.

Students are instructed to type the final copy of their essay on the computer and to run the spelling checker, showing explicit use of technology to produce writing. Students complete structured argumentative outlines, use transitional words/phrases, and follow a rubric that requires clear organization, logical arguments, and presentation of pro and con positions, which supports presenting relationships among ideas. Students mark and edit drafts (underline verbs, circle helping verbs) and revise for clarity and organization, practicing efficient presentation of information through editing and formatting (double spacing, indentation).

Students are asked to watch internet videos (YouTube links such as "Danger: Falling Objects!" and "What if We Lost Gravity for 5 Seconds?") as part of their activities. Students are encouraged to use a smartphone or video camera to record tests in slow motion (parachute tests and "Weightless Water"), and to review those recordings. Students use a calculator to compute their weight on other planets and record results on activity pages.

Students are asked to "Create a neat, colorful poster (on a large sheet of paper or digitally)" and are given a link to online poster-creation tools, which requires using technology and Internet resources to produce a visual/text product. The lesson directs students to use graphics found online and a NASA web page as resources, and students plot mass vs. force on provided graph pages to present the relationship between mass and force quantitatively. Video links and web resources are provided for students to view and incorporate into their poster or explanations.

Students are asked to watch two specific online videos ("How to Draw Magnetic Field Lines" and "Plotting Magnetic Field Lines") and other web links, indicating use of the Internet to gather information. Students are directed to read online sections ("How can we measure magnetism?" and "Comparing magnetism") as part of answering comprehension questions. Students complete written components (hypothesis, procedure, predictions, results, conclusions) in the activity worksheet after consulting those online resources.

Students are directed to "Research the life of Isaac Newton online or in an encyclopedia" and two specific web links are provided for that research. Students are told to take notes on note cards from their online research and then "write a bio-poem about Isaac Newton" using those notes. The skills section also includes "Explore informational materials by generating questions," which supports online inquiry.

Students are directed to use web links to watch two YouTube videos (Activity 4) and to take notes as they view, showing use of the Internet to gather information. Students are asked to write a summary of one of the videos (Activity 5), which has them produce written work based on digital source material. Students are asked to explain the theory of relativity orally using toys (Activity 6), which asks them to present relationships among ideas verbally to a family member.

Students are directed to visit the Beyond Roots webpage and "click the link to take the Beyond Roots, Set 2, A quiz" and then the B quiz, and instructions mention online games (Memory, Root Recall, Go Root!) with web-based "How to Play" and quiz links. The Parent Plan reiterates that students should take the A and B quizzes and may play the online Root Recall or Go Root! game with a sibling or parent. The lesson provides a specific URL and describes where to find the online quizzes and game instructions.

Students are directed to use web resources: Activity 4 provides a link to the Beyond Roots site to play the Go Root! game and take the online "Beyond Roots, All Sets" quiz, and Activity 5 links to a PBS NOVA teacher guide and videos that students can download or view. Students are also asked to continue research on unanswered questions (Activity 1) and to consider where they will look for information when developing a plan for investigating abstract scientific questions (Activity 2).

Students are asked to "locate at least three photographs from Einstein's life" that "can be printed from the Internet and included in your scrapbook," which requires using the Internet to find and print images. The Parent Plan skill list explicitly includes "Use technology as a tool to enhance and/or publish a product." The instructions direct students to "use your biography web and timeline to assist you," implying use of previously gathered (possibly digital) information to assemble the project.

Students are asked to create written museum exhibit cards about WWII weapons (Activity 2), and one version of the Weapons of War worksheet directs students to "complete the worksheet using a provided website." The lesson also explicitly suggests Internet research for additional information or images and provides Library of Congress web links as resources students may explore.

Students are asked to write and perform a radio news broadcast using vocabulary from the textbook (Activity 3), which requires composing a script that links terms and events. The lesson provides web links to historical radio broadcasts and to the US Holocaust Memorial Museum for research, indicating use of the Internet to gather source material. In Activity 4 Option 2, students are explicitly instructed to record their public service announcement using a tape recorder, digital voice recorder, or computer.

Students are directed to use Internet resources for research when taking notes for a newspaper-style report on Hiroshima or Nagasaki (Activity 2). The activity offers a technology option in which students may use a tape recorder, digital voice recorder, or computer to record audio notes (Option 2). The reporter task explicitly asks students to organize information by who/what/when/where/why and to place the most important details at the beginning of their report, modeling clear and efficient presentation of key facts.

Students are instructed to use the Internet or other resources to find information about the Jewish people and the Jewish religion (Activity 1) and to fill in a menorah graphic organizer with that information. Students are asked to write four discussion questions as a "discussion director," practicing written composition about big ideas from the chapters. Students are also asked to record and explain three problem/solution situations from the chapters, which requires them to present relationships between problems and solutions in writing.

Students are directed to use specific websites (National Museum of Denmark and BBC) and other trusted Internet sources for research and are told to print pictures from the Internet and record web links for quotations and images. Students are instructed to include quotations and factoids on the magazine template and to use the bubble map and transition examples to organize ideas and link information across paragraphs. The final copy requires placing images and quotes in a magazine layout, which asks students to assemble researched material and supporting visuals into a single article.

Students are prompted to use an "Online Holocaust Museum Center" (middle-right square with a laptop image), which indicates use of the Internet for research. Students are asked to produce multiple written products (research essays, a newspaper article, a book jacket summary, letters, acrostic poems, etc.) and to "present findings in a specified format" and "analyze various media venues" according to the Parent Plan skills list. The Think-Tac-Toe activities require students to gather materials, complete projects, and share products with family, implying creation and presentation of information.

Students are directed to watch an online video (YouTube) and to use an interactive periodic table website to research metals. Students are asked to create an informational poster or a collage that includes the element's name, symbol, atomic number, group, characteristics, uses, and facts. Students complete charts, a Venn diagram, and other activity pages that require them to organize and compare properties of different metals.

Students are directed to use an online video ('Metalloids' section at 2:14) and an Interactive Periodic Table web link to find information about a chosen metalloid. Students are asked to create a poem or a mini-book that records the element's name, symbol, atomic number, uses, characteristics, appearance, interesting facts, and locations, which requires organizing information they gather.

Students are instructed to visit a specific webpage (the 'Opposing Forces' link) and read the section titled 'How Does It Do That?' and view the image of a magnet floating between bismuth plates. Students are asked to copy and label diagrams on page 109 and to draw the main image from the webpage, showing poles and force arrows. Students complete a 'Classifying Elements by Magnetism' periodic table activity and fill in the 'Magnetism at room temperature' section of an activity page.

The lesson directs students to use an Interactive Periodic Table web link for further research if they cannot identify a mystery element, which explicitly asks students to use the Internet. Students are instructed to write guesses and explanations about each element on the "Matter Challenge" sheet and to "share your guesses with your family and explain why," requiring written explanations of relationships among observations and ideas. Students complete short-answer test pages that ask them to explain concepts (e.g., differences between elements and compounds, conductivity) which requires producing written responses.

The lesson's Activity 2 asks students to create a two-page print ad and explicitly suggests that they "create some of the text on the computer, print it out, and paste to the paper," and Option 2 directs students to write a script, gather props, film a 30-second commercial, and watch/edit the recording. The Parent Plan also states that the student will "produce a multimedia presentation involving text and graphics using available technology," which ties the creative tasks to use of technology.

The lesson includes web-based resources: a link to an author interview (a PDF URL) and a YouTube movie trailer link, and directs students to read the interview and watch the trailer. Students are asked to read the interview and then write three additional interview questions or answer five interview questions in their journal, and to record differences between the movie and book in their journal after watching the trailer. Activity instructions therefore require students to use the Internet to access information and then produce written responses.

The lesson's Optional Extension explicitly directs students to do some online research and lists several web links (National Archives, Library of Congress, etc.) for further investigation. Activity 2 asks students to prepare research questions and gather information for a final project (an oral history interview or independent research) that will use interview or research as its core. The lesson encourages students to review online materials with a parent and to identify Internet resources to answer their research questions.

Students are directed to use web links (CNN, OurDocuments, Library of Congress, Illinois Public Media, Argument Wars) and the library's online catalog to gather information for their projects. Students write the text of a radio/TV broadcast summarizing Brown v. Board and are asked to practice and then record or perform that broadcast to share with a parent. Students are prompted to use online archives and audio/video examples as optional extensions, and to use the Internet to identify research sources for an independent project.

Students are instructed to record interviews using an audio recorder (Option 1) or take digital/handwritten notes (Option 2) and then to use those responses to create a magazine advertisement. The instructions explicitly tell students they may use a computer to type the text of their advertisement, select graphics or clip-art, and use a word-processing or slide-making program to create a visually appealing ad. The lesson includes a web link to an online archive of historical advertisements as a resource students may explore.

Students are instructed to test and use recording equipment, back up digital files, and burn interviews to a CD, and to consider sharing or donating interviews online. Students are directed to identify two or more Internet sites as research sources, record URLs and access dates on the "Research Sources" page, and to work with a parent when using Internet-based resources. Students are instructed to take organized research notes tied to specific research questions and to record which source (by number and page) provided each piece of information.

Students are instructed in Activity 2 Option 2 to research a modern example of discrimination using a newspaper, news magazine, or the Internet and to create a flyer that educates others and provides at least two ideas for action; the parent notes that Internet search engines like Google may be used. Activity 1 Option 2 allows students to locate images using magazines, newspapers, or the Internet to make object analogies. The flyer prompt explicitly suggests that students may include links to organizations, indicating some use of web resources.

Students are asked to create a 5-minute radio program or podcast that requires audio editing equipment (for example, a computer program to edit audio files) and are explicitly told they may post the podcast online with permission. Students are also instructed to record mock interviews or oral-history excerpts using an audio recorder or digital audio player and to use a computer or digital player for a listening station. The Parent Plan notes that students may have conducted research on the Internet.

Students are directed to research Mississippi using three provided websites (KidsKonnect, InfoPlease, Mississippi State Website). Students record research on a "Mississippi Facts" graphic organizer (Option 1) or create a tri-fold brochure that asks for labelled maps, climate description, statistics, and to "paste a picture of a farm in Mississippi from the Internet" (Option 2). The brochure and facts sheet require students to gather, organize, and present information about natural resources, climate, population, and historical events.

Students are given a specific web link to a Mortgage Loan Calculator and instructed to use it to help with the "Interest and Mortgage" activity, which directs them to use the Internet for calculations. Students complete the "Interest & Mortgage" pages that require calculating and comparing principal, rate, time, and total payments, showing relationships among financial information. Students practice writing clarity by combining short sentences into longer ones on the "Combining Sentences, Part I" page to present ideas more clearly and efficiently.

Students are directed to use the Puzzlemaker website to create a vocabulary crossword: they select eight unknown words from chapters 7–12, locate definitions, and type each word and its definition into the online form to generate and print the puzzle. The activity requires students to use the Internet (the Puzzlemaker link) to produce a text-based artifact (the crossword) and then print and solve it. The Venn-diagram activity asks students to organize and compare information (family, food, gifts) to show relationships between ideas, though that organizer is presented as a paper activity.

Students are asked to watch a linked YouTube video titled "Sharecropping in the American South," which requires using the Internet to view historical information and images. Students are explicitly instructed in Option 2 to "Go online and locate a picture of a sharecropping farmer/family," print it, and use it in a written product. The editing and revising activity directs students to incorporate information from their reading or research when improving their writing.

Students are asked to create four slides using PowerPoint or an online slideshow tool (or make posters) and to include bullet points, charts or diagrams, and at least one graphic on each slide. The curriculum provides a web link to online slideshow tools and multiple "PowerPoint Organizer" graphic-organizer pages to plan slide content. Students practice giving the presentation to family members and are assessed with a rubric that explicitly evaluates presentation clarity and how visuals support ideas.

Students are asked to use a computer illustration program (such as Krita or Google Drawings) to create a model of an atom and to share that model with a parent. The text instructs students to take pictures or save activity pages from experiments for use in a final project and suggests creating posters (Option 2) and using online videos and web links as resources. Students use online videos (StudyJams, SciShow) and a web-based PDF to gather information and build models.

Students are asked to create a poster or a computer slideshow presentation and to incorporate photographs or video they take of their demonstrations. The lesson directs students to use presentation programs (Microsoft PowerPoint, OpenOffice Impress) or online slideshow tools and includes a web link to slideshow resources. Rubrics and instructions require written explanations on slides or posters that explain the chemistry concepts and the physical/chemical relationships in the digestive system, and students present their work to family.

The collage option tells students they can "print them from the computer" or "find images on the Internet," and a Parent Plan note explicitly says you may need to help your child find images on the Internet. Students are asked to create a poem (produce written work) or a collage (produce a visual product) and then describe what makes it a Utopia.

The skills section instructs students to "Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings..." which explicitly allows use of electronic reference tools. Students are asked to describe three historical events and explain how those memories could help Jonas's community, and to record words/phrases on a "Character Timeline" page, demonstrating practice in organizing relationships between information and ideas.

Students are asked to "look up" meanings of acronyms "using a dictionary or the Internet," and to "pick four of the acronyms listed and, using a dictionary or the Internet, write out what each acronym stands for." Students also produce written work: they write a persuasive letter to the community or compose three poems (before-and-after, acrostic, bio-poem) that explain freedom and reflect relationships between ideas.

Students are asked to find an online art gallery and locate paintings with a dominant color, and three web links are provided as starting points. Students are instructed to right-click images, copy them, paste them into a Word document, and print them to paste on the activity sheet. Students write feelings associated with each color on the activity pages, linking selected digital images to those written responses.

Students are asked to "print [pictures] from the Internet" when creating the music collage, and they are directed to "spend some time listening to music in your own collection or different types of music online" when selecting five pieces. Students must write titles and explanations for five songs on the provided Student Activity Page, which requires composing written justifications for their selections. These instructions explicitly involve using the Internet as a resource for images and audio.

The lesson provides a web link to storyboard examples (https://boords.com/storyboard-examples) and explicitly tells students they "might print a painting you find on the Internet" to represent a memory. It instructs students to paste printed images onto storyboard pages and to use online examples as models for their project.

Activity 4 asks students to "look up images of the geographical feature or location, and try to find more information about it online," and provides web links for Canadian and Mexican geography. The Parent Plan reiterates that students will use maps and online resources to research a specific feature for a postcard. Several activities require students to gather information from Prisoners of Geography and place or label items on maps and timelines, which involves using provided digital references.

Students are instructed to watch videos (online) and answer guided questions, showing use of Internet-based media for learning. Activity 1 explicitly directs students to use "My Notes or thinkSpace" to cut and match natural, capital, and human resources, indicating use of digital tools to organize information. Activity 2 allows students to use a computer to check product origins and asks them to create a chart or graph representing results, indicating opportunities to use technology to analyze and present information.

The lesson asks students to watch videos (e.g., "Mexican Culture: Customs & Traditions" and "Canada Culture") and suggests using the Internet or library for research on an American holiday. Students complete written activity pages (the American Holidays research page and the Venn diagram) and prepare and give a presentation to their family using home props. The Venn diagram activity asks students to organize similarities and differences, which has them present relationships between information and ideas.

The lesson directs students to use specific web links (National Geographic Kids, an online Caribbean map, and a wiki for island lists) to find information for the country and island research. Students are instructed to watch videos and use the online map as a guide when labeling Caribbean island chains. Students complete written research products such as a country info page and an Island Data Disk that draw on information found online.

Students are directed to use the Internet to research countries' natural resources and economies in Activity 1 and Activity 4, with specific web links provided and instructions to "search the name of the country and 'economy'". Activity 2 Option 2 explicitly allows students to "use a computer" to find images for a collage, and Activity 1 asks students to "Use the Internet (with a parent's help)" to complete charts. The materials ask students to collect and organize information into charts and an "Economy of _____" page, which structures relationships among imports/exports, industry, natural resources, and agriculture.

The lesson includes web links and explicitly directs students (with parental supervision) to conduct research using the Internet and other sources. Students are told they may use printed images from the Internet for their embassy display and are asked to record research on structured student activity pages (history/government, economy, culture) and to write forty trivia questions and answers for the card game. Students must present their findings orally and organize information on a tri-fold display or on trivia cards, showing relationships among geography, government, economy, and culture.

Students are instructed to choose two first-hand accounts and create a photo journal, finding corresponding pictures via provided web links. They are told how to use the Internet to get images (right-click, Copy Image) and to paste those images into word processing or presentation/slideshow software to resize and print. Students must paste the accounts and images together on construction paper and indicate the image source for credit.

The lesson's Option 2 explicitly instructs students to "Use the two websites listed below to help you fill in the two diagrams," directing students to the Internet for research. Students are asked to complete Venn diagrams comparing social/class systems and political systems, an activity that has them organize and present relationships between information and ideas. Students also produce written artifacts (four discussion questions, written dialogue, and answers on activity pages) that show they generate and arrange ideas in writing.

Students are directed to use provided web links to view Dust Bowl photos and videos and to record interesting quotes from the videos in their journals. Students are instructed to "Print a picture from the Internet (or draw your own) and paste it on the poster" for the Dust Bowl poster. Students are asked to use a map of the United States with a scale to estimate migration distances, which may involve using a digital map or printed map resources.

The lesson provides two web links to oral-history interviews and directs students to click the links and listen to the recordings, so students use the Internet to gather primary-source information. Students are asked to examine listed reasons for striking and "record information from the book" and to use the "On Strike!" student page to record examples and summarize the text with page numbers. Students are also instructed to write a four- or five-sentence summary in their journals after reading the chapters.

Students are directed to review information at web links and watch a video, showing use of the Internet to gather sources. Students complete written student activity pages (hypothesis, day-by-day results, conclusions) and create diagrams that label organisms, populations, communities, biotic and abiotic factors to show relationships. Students also are asked to share findings and explain discoveries, and to make microscope sketches or descriptions of observations.

Students are instructed to use the Internet to find information (watch a linked video and read linked webpages) and to locate scientific names for animals (Activity 3) so they must use online resources to gather content. Activity 3 explicitly tells students to print or print images from the Internet or cut out pictures and then write each animal's scientific name under the image on the collage. Activity 2 asks students to take digital photos (or draw) of at least 20 household objects and then create a multi-level classification, which involves using technology to capture and organize objects.

Students are asked to create a poster that organizes and presents similarities and differences among the four kingdoms, including labeled cell illustrations, which requires presenting relationships between information and ideas. Parents are instructed to help the child look up answers using the Internet or other resources when completing the "Four Kingdoms" sheet, so students practice online research. Students use a microscope to gather observations for their sketches that feed into the poster presentation.

The lesson explicitly directs students to look at a computer keyboard to find the hyphen key and gives instructions for making a dash while typing (type two hyphens, Ctrl+Alt+hyphen on PC, Shift+Option+hyphen on Mac). The Parent Plan also suggests using the word processor Insert > Symbol menu if shortcut keys do not work. The instructions therefore require students to use word-processing functions to insert punctuation while producing written work (e.g., the Dashes practice and rewriting sentences).

Students are told they can "find information online" when researching a poet and parents are encouraged to help locate websites or other sources. Special Notes instruct showing the child how to type the poet's name on the computer card catalog to find the author's titles.

Students are told to peruse examples online with a Google search for "lapbook images," and the lesson includes web links (a YouTube assembly video and a Slideshare sample) for students to view. The instructions mention that it may make poems neater if students "type" them and that they can "copy or paste" a lyric poem onto a page. The lesson also tells students they may "print pictures from the Internet" to fill blank spaces in the lapbook.

Students are directed to watch online videos (two YouTube links and a Khan Academy video) and to take notes while pausing as needed, showing use of the Internet for research. Students are asked to use an online slideshow (Google Arts & Culture) or other Internet sources (with parent help) to locate and study an Incan artifact and record observations on the Incan Archaeology page. Students produce written work: two paragraph summaries of the falls of the Aztec and Incan Empires and written responses on the artifact activity page.

Students are instructed to "Explore the Incan culture at the following websites" and to add information they find to the "Elements of Incan Culture" chart, indicating use of the Internet for research. The directions tell students they can "draw or print out and paste pictures you find," and the activity pages prompt students to "use words and pictures to document what you learn," which shows students organize information into graphic organizers. Students also answer reading questions in complete sentences, demonstrating written production of findings.

The Peru Photo Collage option tells students they can "print pictures from the Internet to use on your collage," and the parent notes say the child may need help locating websites with pictures of Peru. The Wildflowers Photo Journal and collage activities require students to "research" flowers or cultural elements, which the parent plan explicitly suggests using websites/books.

Students are directed to use the provided websites as sources of information for the 'Guide to Incan Landmarks' book, and multiple web links and image descriptions are included for student use. The Parent Plan Skills list explicitly includes locating and exploring relevant sources and synthesizing research into a written or oral presentation. Students are asked to write interesting descriptions of each site on the book pages, which requires integrating information from the online sources.

Students are asked to read about llamas using specified websites and then make a simple five-slide slideshow presentation to share with young children (Option 2: Llama Slideshow). The instructions require 2–3 sentences or bullet points per slide, a clear slide organization (Introduction, Care, Historical Use, Facts, Your Pick), and many pictures to reinforce information. A web link to online presentation tools is provided and the Parent Plan explicitly suggests designing a PowerPoint presentation that can be shared, indicating use of technology to produce and publish the work.

The lesson explicitly instructs students to "Write or type the final copy of your essay," indicating that students may use a computer to produce their writing. The activities also require drafting, revising, and using student activity pages (graphic organizers and rubrics) that could be transferred into a typed document.

Students are directed to use an online archaeological dig (Option 2) and specific web resources (for example, the Interactive Digs site) to explore photos, field notes, and notebook entries. As they work through the online dig, students are instructed to choose three artifacts they find and fill in the "Artifact Analysis" activity pages with details about each artifact. The lesson explicitly encourages use of the Internet to investigate digs and access primary digital materials that inform students' artifact analyses.

Students are directed to use online resources and web links for research (Activity 8 and multiple Web Link sections) and are told they may print images from a computer to illustrate their poster and must write the image URLs on the poster. The materials note that "If you are responding to the questions online, use text editing tools to underline or bold that question." Activity 4 lists digital tools (cuneiform fonts and a Cuneify program) that students could use to create transliterations for cuneiform work.

Students are directed to use an online map (Web Link: Ancient Egypt Map) to locate cities and regions as they complete the Geography of Ancient Egypt map. A web link to Ancient Egyptian paintings is provided for Activity 4 so students can view images online as models for their art. Activity 3 instructs students to "look up the ruler" so they will be able to choose correct information for the trading cards, implying use of Internet resources for research.

Students are directed to use multiple web links (e.g., Ancient.eu Nile page, PBS "A Day in the Life", hieroglyphic typewriter, Penn Museum tool) as sources for Activities 1–3. Students are asked to use a hieroglyphic typewriter or online translator to generate hieroglyphs and then copy them for Activity 2. The parent notes explicitly allow students to perform web searches (e.g., "searching 'tools ancient Egyptian craftsmen'") to gather information for the Life and Work tables.

Students are directed to use the Internet to locate and evaluate websites about Mesopotamia and Egypt, identifying three sites for each culture and recording URL, title, and descriptions on the provided "Web-based Review Pages." Students must write short 2–3 sentence introductory remarks for each selected website explaining why they chose the site and what learners will learn there. Students are asked to use browser bookmarking tools to save their six final sites and to navigate those bookmarks during a computer-based presentation to family or friends. The lesson also offers an optional step to create a web page or series of web pages to host written introductions and links to the chosen sites.

The Parent Plan lists the skill "Use technologies and information systems to research, disseminate findings to others, gather, visualize, and analyze data," which directly references using technology and the Internet. Students are given web links (a website and a YouTube video) and are asked to watch/read those Internet resources and answer written questions. The Parent Plan also states "Use oral and written language to communicate findings," and activity pages require students to write answers and analyze a chart.

The lesson gives students specific web links and instructs them to use those Internet resources to research topics (e.g., Asian carp, zebra mussels, oil spills) and to develop an inquiry question. The Skills list explicitly states students will "Use technologies and information systems to research, disseminate findings to others, gather, visualize, and analyze data." Activities ask students to gather information, create models, and communicate findings using oral and written language.

Students are directed to use Google Image Search to research organisms and to use the provided online Review Page for study, showing use of the Internet for research. Students are given the explicit option to create their food web digitally on a slide and print it, and the skills list states students should "use technologies and information systems to research, disseminate findings to others, gather, visualize, and analyze data." The materials also state students should "use oral and written language to communicate findings," which signals a connection between communication and technology-enabled products.

Activity 1 instructs students to research the life of John Steinbeck using the three provided web links and to answer specific biographical questions on the "John Steinbeck" activity page. The lesson explicitly directs students to use the Internet as the source for their answers and provides space on the activity page for written responses.

Students are instructed to type the final copy of their parable (Activity 6), which requires using a computer or similar technology to produce their writing. The Parent Plan lists "Produce final drafts/presentations that demonstrate accurate spelling and the correct use of punctuation, capitalization, and format," indicating students will create a final, formatted product. The rubric and story-map activities require students to organize and portray the theme clearly and to structure ideas (setting, plot, climax) so students practice presenting relationships between story elements and the central lesson.

Students are asked to write and rehearse scripts (Scene Memory, Quick Script), compose speeches using persuasive techniques, and create summaries and a new book cover that include a written summary and author details. Students complete a compare/contrast task using a Venn diagram and answer short-answer questions that require organizing ideas and using evidence (Part D, grammar and book questions). The skills list directs students to engage audiences and use speaking techniques, which has students present relationships among ideas orally.

Students are directed to use Internet-based news sources (Google News, BBC, NPR, CNN, Reuters) in Option 2 to locate current events about Africa. Students are instructed to record brief 2-3 sentence summaries and personal reactions on a Current Events Report page and to file these reports in a binder. The lesson provides web links (a satellite Africa map and Additional Student Activity Pages) and notes that Option 2 requires access to technology and Internet-searching skills.

Students are invited to find a West African folktale online ("Or you and a parent may find a folktale online") and a Librivox link is provided as a web resource for stories. The lesson includes web links to National Geographic pages for Ghana and Nigeria, which students could use to gather information. Students are asked to add 1–2 news stories to a current events journal, which could plausibly involve using online news sources.

Students are given multiple web links (e.g., National Geographic for Kids, World Wildlife Fund) and are instructed that, with a parent's permission and assistance, they may explore online resources for research about mountain gorillas and other topics. The activities ask students to add 1–2 news stories to a current events journal, which can reasonably involve using Internet news sources. Students are asked to create a public service/awareness announcement that could be broadcast or turned into a TV commercial and are offered the option to have a parent record the speech and upload it to the Beyond the Page Portfolio.

Students complete a Venn diagram comparing apartheid in South Africa and segregation in the United States and fill a table classifying systems of government and listing countries, which require them to organize and present relationships between information and ideas. The unit provides web links (National Geographic, Stanford article, Scholastic) and explicitly invites students and parents to use the Internet and library resources to learn more and to add 1–2 news stories to a current events journal.

Students are asked to research each country using the Internet and other sources and to create citations for each news article, including guidance and an example for online citations. For the printed newspaper option students are instructed to use word processing programs, templates, and graphic design (fonts, images, columns) to format and publish their articles; rubric and layout pages guide use of images such as maps, charts, and graphs to convey meaning. For the news broadcast option students are directed to use audio or video recording equipment, to prepare scripts with clear transitions, and to incorporate visual images for a televised broadcast. The lesson also offers an option to upload a finished project to an online portfolio (Beyond the Page).

Students are directed to use online maps (NASA, National Geographic, geology.com) and told to "use the online maps provided in the lesson to help you identify and shade" surface types on their world map. Students complete Student Activity Pages that ask them to record data, fill tables, and write explanations (e.g., "Final Explanation: Explain how energy from the Sun drives processes on Earth..."). The lesson explicitly integrates Internet resources into students' data-gathering and model-building steps.

Students are directed to watch an online video (YouTube) and to use websites (weather.gov, weather.com, AccuWeather) and an interactive snowfall tool to collect data for activities. They use evidence from those Internet sources to answer questions, write explanations, sketch maps, and analyze patterns on student activity pages (e.g., Severe Storms Case Study, It's Snowing!, Your Weather at Home). Several activities require students to interpret online data and then produce written answers, comparisons, and a short paragraph reflecting on weather fronts.

The lesson gives instructions for invisible writing that require creating a new document in a word processing program, typing for a timed interval, and printing out the result. The lesson provides an Internet link to a Cluster Diagram PDF and states students can "type in the ovals and then save and/or print out your completed diagram." These items explicitly ask students to use a computer and the web resource for prewriting and idea-organization tasks.

The lesson tells students to "print a picture from the Internet to paste on each page" for the Guidebook to African Animals and to "glue printed pictures or draw pictures" on the Baboon Exhibit plaque, indicating use of the Internet and printing technology. Students are instructed to write 8-10 sentences for the plaque and 1-2 sentences per animal in the guidebook, which requires composing explanatory text to accompany images.

Students are explicitly told they can "type it on the computer and print it out" when creating their revision checklist (Option 1). The directions and parent notes repeat that the checklist may be typed and printed, indicating students may use a computer to produce written materials.

Students are instructed to set up a new document in a word processor, save the file with a clear name, double-space, indent paragraphs, save periodically, and make corrections in the electronic file. Students are guided to use the word processor's spelling checker, print typed drafts, and re-open and revise an electronic version after marking changes. The lesson also provides an Internet link to Purdue OWL as a resource for finding and correcting specific errors.

A skills statement tells students to "support opinions in verbal presentations with detailed evidence and with visual or media displays that use appropriate technology." Students are asked to design 2–3 visual aids or props to enhance their personal narrative and to use visual aids or props at appropriate times during their oral presentation. The presentation checklist also asks whether the speaker used visual aids or media at appropriate times to enhance the retelling.

Students are instructed to use Internet sources (news websites and Google News) to find current events about Australia and Oceania and given specific web links to visit. Students are told they may download additional copies of the "Current Events Report" page from an online link. The Parent Plan lists creating maps, charts, graphs, databases, and models as skills students will develop, and students complete written "Current Events Report" pages that record and summarize information they find.

Students are directed to use online resources for research in multiple activities (Option 2 'A Reporter's Notebook on Aboriginal Rights' instructs use of Internet-based sources with a provided government website; Activity 3 'Government of Australia' lists several web links and tells students they can use online resources). Activity 4 invites students to do online research about the Australian economy and offers a web link, and it allows students to record a radio announcement as one product option. These elements show students search for and collect information using the Internet and may use a recording device to produce an audio product.

Students are directed to find additional research sources "in your local library or online" and are given specific web links (Perth Zoo; Australia's Animals; Tell Me About Australia) to research an Australian animal. The Current Events Report template asks students to record the URL or news source where they found an article, linking their work to Internet sources. Students are offered optional technology uses: the letter to the editor may be written using a word processor, and students may adapt a story as a movie.

Students are directed to use online sources (the Encyclopedia of New Zealand, a Maori Culture website, and Google Images) to locate Maori artifacts and information (Activity 2). Students are asked to browse several artifacts online and then record information and answer five written questions on the provided "Maori Art & Artifacts" activity page. The lesson includes multiple web links and explicitly instructs students to use online resources for research.

Students are instructed to conduct research 'in your local library or, with a parent's help, look for information online' and are given specific web links (National Geographic, San Diego Zoo, Galapagos Conservancy) to use for the Galápagos animal activity. The Option 2 diagram asks students to paste an image and "include a note at the bottom... the URL for any website" if an image is pasted. The Current Events Report page asks students to record the news source and allows the URL of the website where the article was found, and suggests search terms to find online articles.

The lesson lists multiple web links and tells students they can "explore your local library or Internet sources" for Activity 1, and the Parent Plan repeats that Internet resources may be used. The Current Events Report page asks students to record the news source and allows the URL of a website as the news source. The lesson invites exploring online resources (British Antarctic Survey, Smithsonian, etc.) as supplemental material for research.

The lesson explicitly lists creating a web page as one of the visual art presentation options for the three-part celebration (Option 1). Students are asked to write brief introductory remarks for each part, produce a brochure and written descriptions for the museum plan (Option 2), and organize content in tables/columns that link governments, economies, natural environments, and cultures. The grading rubrics and planning pages require students to present relationships among ideas (e.g., how environment influences culture or economy) and to prepare a short oral presentation of their work.

Students are directed to watch an online video and visit several web links (e.g., a NOVA seismograph video, tsunami/landslide/liquefaction pages) to gather information. Students are asked to research an earthquake hazard and complete an activity page with written responses, and to use links and additional online research when designing a seismograph. Students are asked to explain or demonstrate their design and to share findings with a parent, which involves organizing information and explanations.

Students are asked to use online resources to research a specific earthquake or volcanic eruption, with provided web links and an option to use online articles and news sources. Students may create a computer slideshow (5–7 slides) using software or free online tools such as Google Slides or Prezi and are instructed to include images found online. Students then present their slideshow, poster/oral presentation, or written report to family, demonstrating use of technology and the Internet to produce a research-based product.

The lesson provides multiple Internet resources (three web links and a suggested online article about radioactive dating) that students are directed to read for information. Students are given the option to "describe in writing" a more complex rock-layer model and to read Chapter 5 for background, which supports using digital texts for research. The activities ask students to share their model and explain findings to a parent, and the lesson explicitly notes that the websites may be useful.

Students are directed to use Internet resources (e.g., "The Twelve Soil Orders" page, state soils PDFs, and an online video) to read, watch, and take notes about soils. Students use online tools (a texture triangle webpage and a USDA soil texture/calculator link) to analyze their soil test results. Students produce comparative artifacts (Venn diagrams and the "My Local Soil" page) that organize and present relationships between soil characteristics and uses.

Students are instructed that they may use a digital camera to take pictures for their booklet and may print and glue photos into their activity pages. Students are given a web link (Unit Review) to access content online for review. The rubric and final presentation requirements ask students to arrange descriptions and illustrations and make the booklet easy to understand and informative.

The lesson provides two explicit web links to biographies of J.R.R. Tolkien and directs students to read those online sources as part of Option 1 and Option 2. Option 2 explicitly permits students to "print images from the Internet" to assemble a collage, which involves using technology to obtain visual materials. Students are instructed to record five interview questions and three future items on provided activity pages after reading the online sources, connecting online research to a written product.

The lesson explicitly tells students they will need a thesaurus for the riddle activity and notes that if they do not own one, "you can find many thesauruses online to use," directing students to use the Internet as a reference. Students are asked to write a note using the runic chart and to complete writing activities (riddle creation, brief chapter descriptions) that require producing written work.

The lesson's Option 2 explicitly asks students to create a sentence-fragment quiz "on the computer" or using online quiz makers (Sporcle, Quizlet, Typeform), and it tells students the quiz should have at least six questions and be taken by someone else. The parent notes reinforce that a child may use an online quiz generator and set up an account to make the quiz, which implies publishing the quiz for others to use.

Students are asked to look for examples online in both Option 1 (find three examples online) and Option 2 (look to different media outlets and look online). Students may use a camera to collect artifacts and are instructed to record their examples in their journal with two- or three-sentence descriptions. Students are asked to classify and share their findings with a parent.

Students are told they can "draw your own illustration or print and paste pictures from the Internet" to complete the Quest Cube, and they must explain how each element on the cube contributes to theme and mood, thereby relating information and ideas. The activity requires students to assemble and present the elements of a quest visually on the cube.

Students are explicitly instructed to "Type the final copy of your paper," which requires using a computer or word processor to produce their writing. The lesson includes steps for drafting, revising, and using an editing-symbols reference, which support students in preparing a typed, revised document. The rubric and outline guide students in organizing and clarifying ideas that they will then finalize in a typed format.

Students are directed to use a provided web link (Treasures of National Museum, India) or another site and complete a Website Review activity page that asks for the title, URL, creator, a one-sentence description, ratings on several categories, and a 2–3 sentence written review. The activity requires students to explore the Internet, record bibliographic details, summarize site content, and evaluate what they learned. The curriculum also asks students to share the website review with a parent for discussion.

The lesson includes two explicit web links (National Geographic Kids page on the Chinese zodiac and a DLTK crafts site) that students can visit. The Optional Extension tells students they can find quotations "with a parent's help, through Internet searches." Students are asked to research and summarize dynasty accomplishments and to create a booklet, which could draw on information found online.

Students are invited to use the Internet to find origami projects and to consult a web-based typhoon tracks tool (the provided Typhoon Tracks URL) for Activity 5. Several activities allow or instruct students to include images found online and require them to list the title and URL of any web pages they used. The Venn diagram and mixed-media art options explicitly permit using online images and ask students to provide source URLs.

Students are directed to use multimedia presentation software (PowerPoint or similar) to create a three-slide presentation with one slide for each country and at least two main ideas per slide. Students must write a companion script (which may be typed on a computer) that elaborates slide points, include at least one relevant image per slide, and provide image citation information if images are not their own. The materials explain how slides should summarize main points while the script presents additional details, and they note that if students publish slides online they must follow copyright guidance.

The lesson's Skills section explicitly states students will "Use technologies and information systems to research, gather and analyze data, visualize data, and disseminate findings to others." The activity offers an internet web link (ThoughtCo) for researching biotic vs. abiotic factors. Students are asked to collect data in a Survey Table and create diagrams that represent relationships and flows of matter and energy, which supports visualization of information.

Students are instructed to use the Internet to research two ecosystems and to record findings in structured tables that link biotic/abiotic factors and producer/consumer/decomposer roles. The lesson gives explicit step-by-step directions for creating a website (Weebly) including signing up, selecting a theme, and adding Title, Text, and Image elements. Students are told to write a short paragraph for each ecosystem summarizing biome, location, notable biotic/abiotic factors, and major characteristics and to place those paragraphs on their website (or portfolio).

Students are instructed to use the Internet to find images (using Google Images) and save them to an Images folder for use in their project. Students are directed to create and publish an online slideshow on their Weebly website, including steps to upload photos, order slides, add titles, and add captions that explain the type of succession each image shows. Students are given the option to type descriptions in a word-processing program for a portfolio, which involves producing written captions or descriptions to accompany published images.

Students are instructed to write a paragraph explaining island succession and, if they have a Weebly site, "create a new page and type your paragraph online," which requires producing and publishing writing using the Internet. Students are directed to "Search Google Images (or another search engine) to find photos," save them, and insert a slideshow on Weebly with captions, which uses technology and online resources to present stages of succession. The lesson provides web links (Volcano Discovery, Smithsonian, National Geographic Kids) to support online research and image selection.

Students are instructed to present their information as an online slideshow on a Weebly website or as pages in a portfolio, requiring them to produce and publish content using technology. Option 1 directs students to search the Internet for images (e.g., search terms provided for Mount St. Helens) and save those pictures for use in their presentation. Students must write captions and a paragraph that describe stages of succession, explain why changes occurred between images, and make a 20–30 year prediction that links images and explanatory text.

Students are explicitly directed to gather information "using Exploring Ecology or information from the Internet," and the lesson notes an online version of Exploring Ecology to review. The lesson provides a YouTube link to an optional video about tardigrades, indicating students may use the Internet to view multimedia resources. Students are asked to complete Student Activity Page worksheets that record research findings and predicted results for ecosystem changes.

Students are instructed to create food-web images using PowerPoint (or other presentation software), save the graphics as picture files, and upload them to a Weebly website (Option 1). Students are asked to search the Internet for organism images, save them to an Images folder, and import those images into their web page. Students are directed to represent the flow of matter and energy with different-colored arrows in their diagrams, visually presenting relationships between information and ideas.

Students are directed to use the Internet, library books, and other resources to find images, maps, and ecosystem information and to save pictures to their computer's Images folder. The assignment requires a written paragraph explaining how the extinction could have been prevented and asks students to assemble pictures, maps, and captions. Option 1 explicitly asks students to create and publish a Weebly page (or slideshow/photo gallery) and demonstrates use of web elements such as Google Maps to present their findings.

Students are directed to use Internet sources (Wikipedia and the National Invasive Species Information Center) to find information about invasive species. Students are instructed to take a digital picture or find an image online or draw from an online image as part of their plant entry. Students are given an explicit option to create a Weebly page called "Invasive Species" and add elements to present their text and graphics, and to include collected information in a portfolio.

Students are asked to find a map of Asia in an atlas or online and to locate and label Korea, China, Japan, Taiwan, and seas, and to color the map. Students are directed to locate pictures of Korea online and to read multiple web pages (Ancient History Encyclopedia, Britannica, National Geographic Kids, etc.) and record information on the provided "Elements of Korean Culture" pages. The Parent Plan lists the skill "Evaluate information from different sources about the same topic," indicating students compare and use multiple Internet sources.

Students are directed to follow an explicit web link ("Types of Clay for Pottery") to research clay types, which requires using the Internet. Students are told to "add any new information you learn about ancient Korean culture to your 'Elements of Korean Culture' page," which asks them to record information on a page. The lesson includes multiple student activity pages (Pronoun Case, Making Kimchi) that require producing written responses on provided pages.

Students are directed to research Linda Sue Park using the provided web links and to watch video interviews online, taking notes in their journal. Students answer questions on the "Linda Sue Park" page and write a short paragraph explaining how the author's experiences and relationships influenced her writing, demonstrating connections between information and ideas.

Students are directed to visit multiple websites (The Met, Asia Society, Wikipedia, Korean-Arts) to view images and read details about ancient Korean celadon pottery. Students use those Internet sources to inform and inspire a hands-on design task in which they decorate and color a kimchi pot. Students complete written exercises that require rewriting sentences to correct unclear pronoun antecedents, practicing revision of text.

Students are directed to visit three specific websites and read folktales there, which requires use of the Internet to gather source material. Students are instructed to "type your own short story" of about 1/2 to 1 typed page, indicating production of writing via technology. Students are asked to keep the fox true to representations in the literature they read and to think about the purpose/lesson of each story, which asks them to synthesize information from online sources into their own writing.

Students are directed to "type the final draft of your essay," indicating use of word-processing (Activity 8). The Parent Plan Skills explicitly list creating documents using word-processing skills and publishing programs. A web link and instructions tell students they can make online flashcards (using the Internet) to study for the test.

Students are given multiple web links (PBS, Britannica, YouTube, National Geographic) to consult for information about Siberia and Russia. The lesson references the "IdeaShare" portion of the Beyond the Page website as a place parents can share resources, implying an online sharing option. The optional extension in Option 2 asks students to write a short story about life in Siberia, which could be produced digitally.

Students are instructed to use Internet-based news sources (Google News, BBC, New York Times, NPR, CNN, PBS) to find stories about the Middle East and to record the URL or name of the news source. Students are directed to print or attach online articles and to fill out a multi-section Current Events Report with a 2–3 sentence summary and analytic responses about government, economy, culture, and environment. The activity explicitly has students collect information from online sources over 3–4 days and document those sources on their report pages.

The lesson asks students to write a 30-second radio or TV advertisement script and suggests that if they create a radio spot they may "record the announcement using an audio recorder," explicitly referencing the use of technology. The TV option includes a two-page storyboard for planning visuals that accompany a written script, supporting multimedia composition. A web link to National Geographic for Kids is provided as an online resource students could consult for additional information.

The parent notes tell students they may use images from online sources to paste on their postcards and instruct them to add an "Image Source" line if they use an image they did not create. The lesson includes several web links (National Geographic Kids and NPR) that students could access on the Internet for further information. The postcard activity explicitly offers online images as an alternative to drawing, implying optional internet use for creating postcard content.

Students are asked to create a poster about an environmental threat and to record information on the "Environmental Threats in the Indian Ocean" activity page, which requires written descriptions of monsoon rains, pollution, and tourism. The lesson includes a web link titled "Poster Creation Sites" and explicitly suggests that students "may try creating a digital poster instead of a physical poster," indicating an option to use the Internet and computer tools to produce the poster. The poster rubric requires that "Text makes a strong statement," which implies students must produce and present written ideas on their poster.

Students create a multi-page tour book that requires them to organize and present information (two pages per country with sections for government, economy, natural environment, "In the News," history, population data, and images). The materials provide a National Geographic web link as a recommended resource and the planning page asks students to note whether they can find information via "encyclopedia, country books, internet." Students are asked to cite the source of any image they did not create and to share/present their finished tour book with a parent or family members, and the rubric assesses presentation and accuracy.

Students record predictions, daily observations, and results on structured activity pages and write a brief paragraph explaining their conclusions. The materials direct students to use an image search on the Internet (with parental help) to identify organisms they find during the decomposer survey. The lesson references an online version of the booklet for reading, indicating that students may access content digitally.

Students are instructed to research two or more sustainable farming techniques using the Internet or library, with explicit guidance on search phrases and recommended source types (e.g., .edu, USDA, Rodale Institute). The lesson provides specific web links (Unit Review Sheet and a hedgerow guide) and tells students to skim web pages to locate information. Students must write labels and explanations for at least two crops/animals and create diagrams of the water, carbon, and nitrogen cycles to incorporate into their farm display.

Students are directed to read a linked CNN article and to "find sources of information" as part of their research, which indicates use of the Internet for gathering information. The Steps to Independent Study require students to write an argumentative essay, develop a visual aid, and present their findings orally. The rubrics and parent notes require using multiple types of resources (at least four) and encourage searching news sites for current information.

Students are guided to search a variety of resources including the Internet, as the activities ask them to browse current newspapers, news magazines, and note that sources may include print, video, and Internet. The Parent Plan explicitly lists using a computer catalog and other electronic resources as part of compiling evidence through the formal research process. Students complete KWM charts and question-refinement activities that organize information and research questions gathered from those sources.

Students are instructed to use the Internet as a research resource and to bookmark webpages in a web browser and copy/paste URLs into a Works Cited page. The lesson tells students they may create a gathering grid on the computer and provides web links (including Purdue OWL) and guidance to use databases and research tools from libraries. Students practice evaluating and selecting websites and are required to record sources on a Blank Works Cited page and complete citation practice items.

Students are instructed to type their essay on the computer, use spell-check, choose paper format or font, and print a final copy (Activity 5). The lesson tells students to use transitional words to show connections between research and claims and to organize ideas via outlines and body/counterargument structure (Activity 1 and Activity 4). The Parent Plan lists using multiple authoritative sources including "online information searches" to support main ideas.

Students are asked to create digital products such as a Movie ("Using moviemaker software or a video camera"), a Slideshow or Digital Story, and a PowerPoint, which require using technology to produce presentation materials. Students complete a "Plan for Creating Visual Aid" with steps, materials, and timeline and are directed to organize an outline and practice referencing the visual aid while presenting to a live audience. The Skills section explicitly references synthesizing research into a written or oral presentation and using online information searches as source material.

Students are directed to use multiple web links and online videos (TED-Ed, YouTube, Britannica, History.com, Ancient.eu) to research Athens, Sparta, triremes, and the Persian Wars. Students are asked to watch online videos and are given permission to download an image from the Internet to use on a Marathon poster. Students are offered an option to create an advertisement or a script for radio/television, which could involve planning a presentation.

Students are directed to use multiple Internet sources (Ancient History Encyclopedia, PBS, HistoryHit, and a YouTube video) to read about Augustus, other emperors, and Roman trade and transport. Students are instructed to visit an interactive online map to outline the Roman Empire and to consult web pages when researching at least three emperors for the compare activity. The activities require students to gather information from web resources and to use those online materials as the basis for a diary entry or a written comparison and for adding routes and labels to a paper map.

Students are directed to use the Internet and specific web links (e.g., "Education in Ancient Rome", PBS pages, YouTube videos, Ancient History Encyclopedia) to read, view, and print source material for their work. Students research two people from Roman society using those web links and optionally their own online research to gather details about housing, education, food, work, and daily life. Students complete written products and structured pages (letters/scripts, a filled-in religion chart, and a "Famous Ancient Roman" activity page) that organize information from those online sources.

Students are instructed to read an article at a web link and additional sections at a second web link, which requires them to use the Internet to gather information. Students interact with an online, zoomable map in Activity 1 to outline the Roman Empire, demonstrating use of a web-based tool. Students produce written work by composing a 6–8 sentence diary entry (Activity 3) and by categorizing and organizing causes on activity pages and timeline cards, which practices organizing relationships among ideas.

Students are given web links (the Beyond Roots II games/online quizzes and a playwriting-format PDF) and are instructed to print the playwriting-format document and consult it. Students are told they can type the script and to format their paper on the computer with the correct margins. The lesson also directs students to online game instructions and online quizzes, implying students will use the Internet to access resources and assessments.

Students are directed to use the Internet link for Beyond Roots II to play card-game instructions and to take online roots quizzes (Set 2 A and B). The lesson assigns a final project in which students will write their own myth and includes a student activity page for identifying myth conventions.

Students are instructed to "type the final copy of your myth," indicating they will use technology to produce their writing. The skills and Parent Plan sections state students should "revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences," which explicitly refers to publishing. The lesson provides a web link to the Unit Review Sheet and suggests retaking online quizzes, showing students will use the Internet as a resource. The rubric and revision directions require students to improve internal and external coherence and use effective transitions, addressing how relationships among ideas should be presented in their writing.

In Option 2 students are instructed to go online, open a word cloud generator, copy the full text of the Magna Carta from a website, paste it into the generator, and create/print a word cloud. The activity requires students to create word clouds for the Magna Carta and at least one other political document and to answer analysis questions about the prominent words, groups of people named, ideas/issues, and similarities/differences. Option 1 directs students to a National Archives web link for further reading and has a two-column activity page where students compare 'Before' and 'After' the Magna Carta, which asks them to organize and present differences in power and recourse.

The lesson includes specific web links and instructions to use online sources: students are directed to read an NCpedia article about the Reconquista and may print it as a PDF, and they are given a National Gallery of Art link for the St. George and the Dragon activity. The St. Francis option explicitly allows students to "recopy the poem...and illustrate it with images you have found in magazines or printed from online sources" and requires that students credit the source by writing the URL under each image. The parent notes for Joan of Arc also suggest that students "look up additional information on Joan of Arc on the Internet."

Students are instructed that they may "use paper and pencil or a computer to write your ideas," and to finish writing 2–3 paragraph scripts for each character, which supports producing written work with technology. Students create maps or models and are asked to prepare notes or index cards and to "practice presenting your map aloud," which asks students to present relationships among map features and ideas verbally. Rubrics for both the Medieval Fair and Medieval Map include criteria for "clarity and polish in a verbal walk-through" and historical accuracy, which guides students to organize and present information clearly.

Students are instructed to "Type your story on the computer" for the Shadow Art Option 1, which requires producing writing using a computer. The lesson directs students to read an archived website about sundials and provides a web link for a sundial craft, indicating use of the Internet as a resource. Students also are asked to read online pages if using the online version, showing explicit online reading actions.

Students are directed to read an article at a provided web link and told to use an Internet search engine to find pictures of animals when sorting them (Option 1). Students record answers and responses on multiple Student Activity Pages (listing at least 20 animals, categorizing them into columns, and answering questions about eye types). Students perform written tasks such as recording experiment results and answering worksheet questions that show relationships (e.g., predator vs. prey eye placement).

Students are directed to watch the "Why Is the Sky Blue?" video at a web link and to use provided websites in Activity 4 Option 2 to research sky color. Students are asked to take a picture of the sky and print it out, and to use a flashlight or phone flashlight in several activities. Students complete written answers and observations (e.g., explanations, conclusions) after using those digital resources.

The lesson directs students in Option 2 to locate instructions online and provides two web links (microscope and kaleidoscope) for making a tool, so students are asked to use the Internet as a resource. Students are instructed to write down materials, procedure, observations, and background information on the "Tools for the Human Eye" activity pages, documenting their design and findings. Students are also asked to share and explain their tool with a parent, which involves presenting their ideas orally and via their written worksheets.

Students are assigned the role of Researcher and instructed to "dig up related information on a topic related to the book" (geography, culture, or history) and to "print off the information that you gather and read through it to better understand the context of the story." The instruction to print gathered information implies students will use technology (and potentially the Internet) to locate and produce a digital copy of research.

Students are asked to write four discussion questions and provide answers and to write a paragraph about The Midwife's Apprentice that includes specified sentence types, showing they produce written work. The Student Activity Page directs students to complete a writing paragraph (Part II) that must contain compound, complex, and compound-complex sentences. The lesson includes a Web Link to Purdue OWL's "Sentence Punctuation Patterns," giving an explicit Internet resource students can consult.

The lesson directs students to use online resources: a Purdue OWL page on changing passive to active voice and an online "Revising Passive Constructions" quiz where students type their versions into a top box and compare answers. Option 1 explicitly tells students to use a web-based exercise to practice changing sentences from passive to active and to check answers directly on the site. The lesson also points students to a web link for step-by-step visual instructions if they need extra help.

Students are directed to complete an online tense-consistency exercise via a provided Purdue OWL web link, so they use the Internet for grammar practice. Students are asked to fill out 'Cast of Characters' charts that require summarizing each character's monologue and describing relationships or encounters with other characters, which practices presenting relationships between pieces of information. Students are instructed to record sentence-correction work in their journal or on a separate sheet of paper, indicating they produce written revisions as part of the activities.

Students are directed to watch an online film (YouTube link) and use web links for background information, so they use the Internet as an information source. Students answer reading questions in writing and complete comparison activities (charts or Venn diagrams) that require them to organize and present relationships between European kingdoms and American empires. Students add events and places to a timeline and map and take structured notes while viewing the Cahokia video.

Students are instructed to write opening and closing statements "on your own paper or using a word processor," which explicitly allows use of technology to produce written work. Option 2 tells students they may "print and paste pictures from online sources" and to "create a list of titles and URLs" for images, and the lesson includes multiple web links and asks students to search the Internet for recipes. Students prepare organized arguments and visual diagrams (the Connected World arrows) that present relationships among ideas and information.

In Activity 3 Option 1, students are asked to do Internet-based or library research using provided web links (e.g., evolution, cloning, AI) and to consult at least three people about the controversy. After researching, students must write a short (200-word) letter to the editor or create a poster taking a position and provide at least two strong arguments. In Option 2, students are directed to read primary-source trial documents via provided web links and answer guided questions.

Students are directed to watch two web videos (Physics Demo: Swinging Drink Tray and Rocket Balls) via provided YouTube links, so they use the Internet to gather demonstration information. Students complete written activity pages (questions and observational sketches) for the telescope, microscope, barometer, and thermometer, producing written responses and drawings. Students are asked to prepare a final project in which they choose a voyage and a scientific idea or invention and "present them to family and friends," indicating an expectation to organize and communicate ideas.

Students are given the option to write their essay by hand or on a computer, with the parent deciding whether a computer should be used. Activity 4 tells students they may ask a parent about looking online for demonstration ideas, indicating possible Internet research. For the final project, students must create and deliver a presentation and produce a map showing an explorer's route, which requires organizing and presenting information.

Students are directed to plot sunspot data on a provided graph and label maxima and minima, which has them present relationships between years and sunspot counts visually. The lesson includes web links ("What Is the Solar Cycle?" and "Sunspots and Solar Flares") and directs students to read more online, indicating use of the Internet as a resource. The Student Activity Pages ask students to analyze data, compute average intervals between maxima, and write explanations about whether the graph suggests a regular cycle.

Students are asked to create a slideshow presentation (Option 1) or a computer animation (Option 2) that uses online images and animation tools; instructions explicitly tell students to "copy images from the 'Earth's Tilt Is the Reason for the Seasons!' article and other online sources" and provide a link to free online presentation/animation tools. The activity requires students to use a web article and an online resource list to gather materials and build a digital presentation. Students are directed to show relationships (tilt, rotation, orbit, and seasons) in their slideshow or animation.

Students are instructed to create a computer slideshow with PowerPoint or a computer animation with Kid Pix that uses images from NOAA or the web to show tidal bulges, the Moon's orbit, and why there are two high tides per day. The lesson includes a web link (almanac.com Moon Phase Calendar) that students are asked to use to identify current Moon phases, thus using the Internet to find content. Students are asked to share their tidal bulge slideshow, animation, or model with a parent, and to add to an existing computer slideshow or animation.

Students are directed to use multiple web links and online videos (NASA webpages, Space Technology Hall of Fame, YouTube video) to research milestones and technologies. Students are asked to consult the NASA DIY spacecraft models page and to take a photo of their created model, then print and attach it to their activity page. Students must use online or print sources for the Option 2 research and use two specific websites to answer questions about cochlear implants in Option 1.

Students are directed to read Shakespeare online (No Fear Shakespeare) and to follow a provided web link to a biography of Antoine de Saint-Exupéry. The Persuasion Techniques activity tells students to look up definitions on the Internet and to find advertisements online to paste into their collection.

The parent plan directs help with formatting in a word processing program and lists "Use proper mechanics including italics and underlining for titles of books," showing students will work with typed formatting. The italics activity explicitly notes that italics applies to typed documents and students complete an "Italics" page that includes Part III, where they write two sentences using italics for emphasis. Part I asks students to underline (i.e., indicate italics for) items in sample typed sentences and check correct use of quotation marks and titles.

Students are directed to use Internet links (the Early Modern English article and the Character List) to read background material and then answer comprehension questions. Students are asked to look up "[sic]" online and to search online to verify and extend their understanding in Part II of the activity. Students are also given an optional web link (Shakespearean Meals) for an offline life-application project that originates from an online source.

Students are given a web link and PDF URL for an online version of A Midsummer Night's Dream to read. Students are instructed that in the collage option they may use magazines or Internet images that represent the character and to cut out or glue those images. The lesson also notes that links are provided in each lesson for an online version of the play, indicating access to Internet resources.

Students are directed to open a provided web link (Try Your Hand at Shakespeare PDF) and read phrases Shakespeare coined. Students are asked to write a poem or short story using at least four of those online-sourced phrases. The instructions note that it may be helpful to print the PDF page for writing.

Students are instructed to copy a chosen scene "from the website, paste it into a document, and then print it out," which requires using the Internet and a word processor. Students are asked to write a short paragraph on their own paper summarizing the scene's treatment of love, friendship, or persuasion, producing written work. Students perform the scene for a parent or family, which involves presenting ideas orally after preparing a printed document.

Students are directed to consult online resources for research in Activity 4, with explicit web links to a YouTube clip, a History Channel article, and a Wikipedia entry. The lesson tells students to use those online sources (or library/encyclopedia) to gather information needed to write a biographical poem about Martin Luther. The lesson also suggests watching online PBS documentary clips as optional extensions, encouraging use of the Internet to gather content.

Students are instructed to visit art museum websites and select 3–4 Renaissance works for a "Digital Art Field Trip," recording title, artist, year, and the website used. Option 2 of Activity 4 asks students to guide a parent on a computer-based tour of selected paintings and suggests bookmarking URLs and keeping typed pages for display. The materials include web links (museum pages, YouTube videos) and instructions to download a PDF of sheet music and audio tracks, which students use to prepare and present performances or virtual tours.

The lesson explicitly invites students to use online or library sources to find images and additional information for the Family Album mini-book. A web link to an online collection of mini-book templates is provided as an optional resource for students who need ideas or templates.

The lesson tells students they "could use a search engine" to find sites and provides specific Web Links for research, and the Skills section states students should "Use information systems to identify ... problems". Students are required to write a paragraph about an inventor (Part 1) and include three pictures/illustrations (Part 2), which implies gathering digital images or online sources. Part 3 directs students to search for online instructions to build simple devices, indicating use of the Internet for research and construction guidance.

Students are directed to use safe online sources (Britannica Kids, National Geographic Kids, History.com, Smithsonian, Science News for Students, etc.) and to use specific search phrases to research chosen technologies. Students are asked to use information systems to locate resources to obtain ideas (listed under Skills). Students will write answers to guided questions about two technologies on provided activity pages after conducting online research.

Students are asked in Option 2 to create a diagram with a brief but thorough set of directions so someone else could duplicate a perspective technique, which requires producing instructional writing and visual explanation. The Parent Plan and Skills section explicitly tells students to "use information systems to locate resources to obtain ideas" and the activities say students may "investigate websites" as resources. In Option 3 students collect evidence with a homemade anemometer and are expected to determine and advise whether wind speeds are safe, which requires organizing and presenting measurement information.

Students are directed to consult specific websites (e.g., National Inventors Hall of Fame, histories of vacuum cleaners, television, and computers) and to "google 'egg drop experiments'" to research solutions. Students complete activity pages that ask them to record ratings and evidence for scientific principles, risks, benefits, constraints, and testing protocols. The Parent Plan explicitly lists that students will "Use information systems to locate resources to obtain ideas."

Students are directed to use Internet resources (YouTube links) to view models and gather information about earthquakes. Students are asked to "Publish the results" by completing activity pages and discussing findings with a parent, and the Parent Plan explicitly states that answering prompts constitutes publishing results.

Students are given the option to create a slideshow using PowerPoint as their visual aid and are instructed to use a computer to create slides or visuals for an oral presentation on diagramming sentences. Students are asked to use the PowerPoint slides or visuals they have created to have their parent diagram sentences, which requires arranging text and diagrams to show relationships among sentence parts. The Parent Plan includes a web link to an online "Diagrammer Guide," suggesting students may use the Internet as a resource for producing or checking diagrams.

Students are directed to read a NASA webpage (link provided) and to view videos on the Floating Ball Experiment site, using those internet resources to gather information. Students are asked to use the "Demonstrating Lift" page to take notes and to create their own numbered list of instructions based on diagrams, captions, and text. The Student Activity Page prompts students to write materials, a step-by-step procedure, and conclusions/inferences about how the demonstration explains airplane flight.

Students are directed to use Internet sources (GenerationGenius, Britannica, WikiArt, the Met Museum) to research artists and simple machines and to print images from museum sites. The lesson explicitly suggests using a word-processing program or slideshow program to create a tense graphic and asks students to create a 1-2 paragraph sidebar (including pasted images and captions) and to give an oral summary. Students are also pointed to online tools (Yeschat.ai and an online diagrammer) to check sentence diagrams, showing use of web-based technology to produce and refine work.

The Parent Plan explicitly invites creating the outline "on blank paper or a computer," which gives students an option to use technology when planning their essay. Activities require students to write a rough draft (Day 2, Activity 4), revise using editing symbols (Activity 7), and produce a final copy of their essay, showing they will produce and prepare writing for presentation. The Technical Writing Rubric and outlining pages guide students in organizing and presenting relationships among ideas in their essay.

Students are asked to use Internet resources in Option 2: they read a downloadable online booklet ("Discovering Europe!") and play a trivia game on the European Union website. Students will create a poster-sized European map and a "Quick Guide to Europe," adding pages and written country entries to share with family and friends. The Parent Plan explicitly notes that Option 2 requires online skills and additional reading, indicating students will engage with web-based materials.

Students are asked to paste a picture that they have found in a magazine or printed from the Internet and to write the title or URL beneath the image, which explicitly involves using the Internet for a component of their work. Students complete "Quick Guide to Europe" pages by writing population, language, government, geography, culture, and cultural changes, producing organized written responses. Students use a "Geography, Natural Resources, and the Economy" organizer to connect geographic features to economic activities, showing relationships between information and ideas.

Students are asked to use Internet sources and multimedia (links to the European Commission environmental page, European Environment Agency videos, and a listed article "8 ways life in the EU is becoming greener") to research environmental practices. In Option 2, students are instructed to search online news services (Google News, BBC, NPR, CNN) for three recent articles, record the source or URL, and write 2–3 sentence summaries for each. The instructions allow students to include an image from the Internet on their newspaper and require them to cite the publication or URL beneath the image.

Students are directed to visit the websites of the International Committee of the Red Cross, the United Nations, and the World Health Organization (links are provided) to find out more about each organization. Option 1's optional follow-up asks students to use those websites and international news sources to discover at least one current project for each organization. Option 2 requires students to research current activities (one true example) and record two situations for each organization on the provided activity pages.

Students are instructed to use online news sources (Google News, BBC, NPR, CNN) to find three articles and then create a newspaper page that includes a headline, source (URL or publication and date), and a 2–3 sentence summary for each story. Students are given web links (e.g., a Britannica page and specific links for Belarus and Norway) and asked to use those Internet sources to research governments and complete government fact sheets or a Venn diagram comparing countries. Students are also prompted to include an image from the Internet with its URL beneath it when creating the newspaper, demonstrating locating and citing online material.

Activity 2 directs students to use Internet news sources (Google News, BBC, NPR, CNN) to find and skim three articles and select one for deeper work. In Option 1 students must produce a written newspaper-style summary that includes a headline, a source or URL, and a 2–3 sentence summary and may include an image printed from the Internet with its URL. In Option 2 students prepare and deliver a 2–3 minute newscast summarizing the selected article.

Students are given a web link to the European Union website to identify and check current EU member countries (Activity 3). The final project allows students to create a collage using images "printed off the Internet" and instructs students to list online sources if they use them. The materials ask students to assemble and share a Quick Guide that includes written introduction and pages with geographic, governmental, economic, and cultural information.

Students are directed to read assigned pages and to watch a video at a provided link and then answer questions, showing they use the Internet as a source of information. Students are instructed to use specific web pages (e.g., 'Forms of Energy' and 'Energy Sources') to complete matching and sorting activities. Students produce written artifacts (vocabulary cards, a filled-in categorization organizer, and a neighborhood survey table) that present relationships between phenomena, forms of energy, and evidence.

Students are directed to read an online article and watch linked videos (the lesson asks them to "read more about the law of conservation of energy in the first link, and watch the short video in the second link" and to "watch the video in the first link" on Day 2). Students are encouraged to use a web link to check their vocabulary sorting (the provided Forms of Energy URL) and are told they may capture the Newton's Cradle motion with a slow-motion video on a phone or camera to study bead interactions.

Students are directed to use specific web links (Smithsonian, Department of Energy, EIA, National Geographic) to learn more about the fuel source they selected, which requires using the Internet for research. For Option 3, students are told they can "use online tools to create your drawing or comic strip" and are given a link to online resources with free tools. Students are asked to present their activity and findings to the family, which involves presenting relationships between information and ideas.

Students are instructed to use the Internet to research how their state or local area produces electricity and to consult sources such as the U.S. Energy Information Administration. Students watch an online video and explore an interactive power grid simulation to analyze how electricity is generated and distributed. Students create a pie chart of energy sources and fill in a chart comparing advantages and disadvantages for five energy sources, and optional activities ask students to take photos/videos on a field trip and create a poster or share video presentations.

Students are directed to use specific websites (a Unit Review Sheet link, an Energy Use Calculator, and an Online Home Energy Assessment) and to log into their utility company's website to gather data. Students are instructed to write and either email or mail a formal letter to a business, organization, or government office, and an email template and business letter template are provided. Students are told to include a link to a study they found and to print or record online audit results for use in their project and presentation.

Students are directed to use the Merriam-Webster website to listen to pronunciations of unfamiliar vocabulary words and to use a linked YouTube video to learn about stressed and unstressed syllables. Students are asked to write lines using two or three vocabulary words in the "Syllables to Stanzas" activity and to mark the syllables in the lines they write. The parent plan and answer keys show marked syllable patterns and indicate students will read aloud and review stress patterns.

Students are directed to review a specific web page (Purdue OWL capitalization guidelines) and compare it to their own notes, showing use of the Internet as a research tool. Students are instructed to print out their finished poem on a printer and paste it into the "Sonnets and Rhymes" page or write it neatly by hand and keep it for the final project, showing use of technology to produce a physical copy.

Students are directed to use an online biography (the provided royal.uk link) to read about Prince Albert, which requires use of the Internet. Students are asked to record examples on the 'Graphic Variations' page and to write comparative statements on the 'Prince Albert Remembered' page, producing written work that connects poetry lines to prose. The wrapping up step asks students to reprint their poem or use Wite-Out to revise and present a revised version.

Students are instructed to take photographs with a camera during the "Walk Like a Poet" activity and to type their poem as an option before printing and pasting it into the Figurative Language page. The lesson includes two explicit web links (an online comma quiz and the OWL Purdue comma rules page) that students are directed to use for practice and reference. Students are told to "save your poem for the final project," implying use of a digital file when typing is chosen.

Students are directed to use an online news source (Time for Kids) to locate contemporary events and record key details for three articles. Students are given the option to type their repetition poem on a computer, print it, and paste it on the activity page. Students are instructed to take a photograph of staged artwork and print it on a color printer to glue to their poem page.

Students are asked to "add [their poem] to the 'Conversation' page" and are told they "can type the poem, print it out, and then paste it into the open space" and to "save your poem," which shows students use a computer to produce and store their writing. Students are directed to change the position of lines (e.g., left vs. right) so readers can tell which character is speaking, which asks students to present relationships between speakers and ideas clearly.

Students are directed to read National Park Service articles via provided web links to research tobacco, silk, or flax, demonstrating use of the Internet for gathering information. Students complete explicit organizer tasks that present relationships between information and ideas, including a "Tobacco vs. Silk or Flax" pros/cons chart, a two-column "Should You Go to Virginia?" table, a Venn diagram comparing voyages, and a year-long timeline using provided timeline cards.

Students are asked in Option 1 to use a Web 2.0 tool and Internet links to create a word cloud from the Mayflower Compact, cut and paste the text from the Yale Avalon site, print the cloud, and complete guided analysis questions about prominent words and meanings. The curriculum provides online resource links for word cloud generators and a Student Activity Page with prediction, observation, interpretation, and analysis prompts that ask students to use the visual output to draw conclusions about the document's ideas. Option 2 allows students to type their own compact on a computer if they prefer, which offers an opportunity to produce text using technology.

Students are directed to use the Internet to watch Episode 2 of America: The Story of Us via provided web links and to consult NCpedia's digital textbook for research. Students are asked to type their 4–5 sentence movie review using a word-processing program and may record their 3–4 sentence trailer script with a digital audio device and share the recording with family. Students complete a filled table connecting specific Acts/Policies to British motives and colonial objections, using the online timeline as a source.

Students are directed to visit Library of Congress pages and other online documents (Option 1 links and the Rough Draft of the Declaration URL) to read primary sources. Students are asked to use their browser print command to print the rough draft, annotate the printed copy, choose 3–5 substantially revised sections, and suggest 2–3 edits, then complete an "Editing the Declaration of Independence" activity page. Students also read and rehearse primary-source speeches and add cards to a timeline, using online texts as source material.

Students are directed to visit specified webpages (Minute Man, Saratoga, Valley Forge, Yorktown, and History Matters) and take virtual tours to gather information. Students are instructed to fill in a 'Revolutionary National Parks' brochure and to add Cards #32-35 to a timeline using information they collect from those online sources. Students are asked to write responses and a letter from a soldier that draw on their reading and web research.

The lesson tells students to conduct research "Using the Internet (with parental supervision)" to learn more about chosen Revolutionary figures, and to create index cards with facts and questions (Activity 1). In Activity 2 students are asked to synthesize information about different social groups into concise slogans that summarize each group's hopes for a new nation, which requires presenting relationships between problems under British rule and aspirations afterward.

Students are instructed to plan and deliver a multi-part living history presentation that organizes information (overview of daily life, colony history, reasons for/against independence, colony's role or military experiences) and to use a prop or image during at least one topic. The rubric and presentation directions require clarity, confidence in delivery, accurate information, use of demonstration or images, and answering audience questions. The lesson tells students they may "use your local library or (with a parent's permission) the Internet to conduct additional research for your project."

Students are directed to watch an online video (StudyJams) and answer questions, and multiple web links are provided for Activity 3 for researching historical discoveries (e.g., J.J. Thomson, Rutherford, Bohr, Schrödinger). In Option 2 students are asked to use the links to research each scientist and "write a brief summary of the discoveries" and then attach the card to a timeline. The Reading and Questions section requires students to use the linked video to extract specific factual information about atomic structure.

Students are explicitly instructed to use the Internet for research in Part 4: "Using the Internet, find what elements make up the item." The unit provides a direct web link to an online periodic table (https://periodic-table.rsc.org/) to look up element information. Students are also asked to produce written artifacts (survey tables, "Getting Specific with an Element" chart, and "Atomic Cards") that require gathering information from sources.

Students are instructed to use an internet link to view the book's front cover and awards when reading an electronic version. The materials tell students to use the "Search" function available in most electronic books to find words quickly. Students are directed to type their letters and use word-processing editing tools (bold or underline) to mark vocabulary terms.

Students are explicitly directed to visit Internet sources (a Library of Congress engraving page and the Diary of John Adams URL) to examine primary-source material. Students are asked to write paragraphs based on those online sources (e.g., a paragraph arguing what the artist thought, or a first-person account using Adams's diary) and to save the page after answers are checked. The activities require students to synthesize information from web-based sources and to organize arguments with supporting examples and a concluding idea.

Students are directed to access primary-source letters via Internet links (Massachusetts Historical Society and an analysis guide) and to read those documents online. Students summarize and analyze letters by completing activity pages that ask them to note the date, audience, main topics, and how the biography's author used the letter. Students compare their own notes to the author's use of the source and answer targeted questions that require explaining connections between the letter's content and biographical claims.

Students engage in a Paragraph Editing activity that requires them to correct grammar, spelling, punctuation, voice, and mood, which practices improving clarity and the connections among sentences. The Parent Plan explicitly lists skills for analyzing paragraph structure and the role of particular sentences in developing a key concept. The proofreading-symbols chart and editing tasks require students to revise sentence structure and verb forms to make meaning and relationships among ideas clearer.

Students are instructed to work with a parent to identify a news article about girls' education using Google News and are given specific web links (UNGEI, World Bank, UNICEF) to locate internet sources. Students are directed to read the article, select a 4–6 sentence paragraph, and use the Paragraph Analysis student activity page to record the role of each sentence and the connections between sentences. Students are told to save the Verbals activity page after their answers have been checked, indicating they will store their responses digitally.

Students are asked to "write a paragraph... on your own paper or using a computer," giving them the option to produce their rewritten scene with technology. Students may create a graphic-novel version (Option 2) that combines writing and artwork using provided graphic-novel templates. Students must summarize a nonfiction scene and then rewrite it in a chosen genre, requiring them to organize information and ideas in their writing.

Students are directed to a National Archives: Founders Online web link and told to read at least two original letters between Abigail Adams and Thomas Jefferson, which requires using the Internet to access primary-source material. Students are instructed to write a diary entry from Abigail Adams's point of view based on those letters and to write book descriptions/blurbs in different genres, which involves producing written work that organizes information and ideas.

Students are directed to use Internet sources (Adams National Historical Park, White House history site, Google Arts & Culture virtual tour) to look up descriptions and images of Peacefield and the President's House. Students complete an online "Verb Forms" activity page where they write sentences in various voices and moods and are told to save the page after their answers are checked. Students create a Venn-diagram comparison (Farm vs. National Capital) that requires them to organize and present similarities and differences between the two homes.

Students are directed to use an online digital collection (Link to Primary Sources: https://www.masshist.org/digitaladams/archive/) and are told that for at least one scene they should quote directly from a primary source found in print or online. The planning and scripting tasks require students to cite relevant primary sources on the provided planning pages. Students rehearse and present their scripts, which require integrating quotations and historical details drawn from research.

Students are asked to use the Internet to read primary-source webpages (for example, the National Archives article and the Library of Congress essay) and to complete research-based activity pages (Activity 2 directs students to "use the Internet, encyclopedias, or your local library" to research Federalists and Anti-Federalists). Students watch an online video about The Federalist Papers (Activity 3) and are asked in Activity 4 to record a 30-second Anti-Federalist speech using a digital audio recorder or computer and "share it with a parent later."

The lesson explicitly directs students to use online resources: it states "Parts of this lesson involve online activities" and provides web links to the White House site and presidential libraries. In Option 1 students are told to "use the websites provided to help you complete the activity pages" (research current cabinet members and department descriptions). In Option 2 students are instructed to view presidential schedules online and "jot down a few notes" about what they find.

Students are directed to use multiple websites to find their senators and representatives (senate.gov and house.gov) and to research bills (congress.gov, gpo.gov). Activity 2 explicitly instructs students to look up a bill sponsored by their representative using online congressional resources. The Wrapping Up section tells students to "write or email your representative or senator," and an optional YouTube link is provided for an animated explanation of the law-making process.

Students are instructed to use online research or library research to complete the state government booklet, and a specific web link (https://www.usa.gov/state-local-governments) is provided as a research source. Students may print pictures found online or include photos they have taken, and parents are directed to consult official state websites to check answers.

Students are instructed to use the website of their local government and other online sources to find information (Activity 1). The activity allows students to include an image printed from an online source and asks them to identify the web address or phone number for their local government on the brochure (Student Activity Page). Option 1 explicitly tells students to use their local government's website to determine which office to call for various scenarios.

Students are directed to use multiple web resources (USCIS, party websites, NPR, Google News, CNN, WhiteHouse, house.gov, senate.gov) to research citizenship topics, party platforms, and current issues. Students are asked to summarize party positions in a chart, complete written activity pages (rights/responsibilities, issue analysis, and multi-level action plan), and to consult online materials to prepare for the civics test. The parent plan even lists "Posting a blog entry criticizing the decisions of the president" as an example student response for the right to express yourself.

Students are directed to use an online "pH Color Code" (USGS) to help color in the pH scale on their activity sheet. The Parent Plan explicitly suggests that students or parents perform an Internet search ("pH of ______") to find pH values for any additional substances the student chose to test. Students record observed colors and estimated pH ranges on the provided activity page, using the web resource as a reference.

Activity 2 provides multiple live web links and instructs students to "use the following links to gather your information" and to use search phrases like "________ benefits and risks," so students are directed to use the Internet for research. Students are asked to complete a table (Risk, Benefit, Good/Bad Value) and to write value explanations for each substance based on information they gather online.

Students are asked to create a presentation with a visual element and are given an optional technology enhancement to use PowerPoint or an equivalent tool. The instructions list specific slides (title, chemical name/formula, benefits/risks, natural counterpart, executive decision, claim, evidence, justification) and encourage enhancements such as animations, transitions, and photographs downloaded from a reputable Internet site. Students are directed to present their conclusion to an audience of potential investors and to share the finished presentation with a parent.

Students are instructed to conduct historical research "in an encyclopedia, at your local library, or (with a parent's permission) online," and two specific web links are provided for that research. Students are asked to create a short timeline and complete Student Activity Pages that require written connections between Russian Revolution figures and Animal Farm, showing they produce written work based on research.

Students are instructed to use a word-processing program to set up a template for their letter, create optional letterhead, and save their file regularly. The lesson teaches use of word-processor outlining and formatting tools (numbering, increase/decrease indent) to organize ideas and show relationships among main ideas and supporting details. The lesson includes specific references to Google Docs and a web link for creating outlines in OpenOffice, and directs students to print and share their final letter with a parent.

Students are instructed to do "substantial online reading and research" and provided web links (White House Historical Association, Teaching American History, albert.io) to read primary documents and speeches. The lesson tells students to "use a computer to access this link" for John Quincy Adams's speech and asks students to read Jefferson's inaugural address (including reading aloud) and then write paragraph summaries or select summary sentences. Students also complete written comparison worksheets and note-taking graphic organizers based on online sources.

Students are directed to explore interactive online resources (PBS LearningMedia and an archived National Geographic journey log) to learn details about the Lewis and Clark expedition. Students are told they may use an online atlas or map and a provided Wikipedia map link to complete and label the Louisiana Purchase map and to draw the Corps of Discovery route. For the timeline option, students may include images "printed from online sources," and the optional extension asks students to read online interactive materials and then write a journal entry based on those digital resources.

Students are directed to use Internet sources (The Atlantic and National Archives links) to view and select 10–12 historical photographs from before 1880. Students complete either an image analysis worksheet that asks them to analyze objects, settings, and people in the photos or write a short (2–4 paragraph) creative piece inspired by a selected image, so they produce written responses based on online research. The activities ask students to add cards to a timeline and answer reading questions, showing retrieval and use of information from texts and online images.

Students are directed to identify appropriate images online, print them out, and copy down the URL for each image to document sources for their art gallery. Students write 1-2 sentence gallery cards describing each image and its significance and practice guiding visitors through the gallery, explaining connections and transitions between images. In the storyboard option, students may find images online to print and are required to include written text on each storyboard panel explaining scenes and historical context.

Students are directed to visit the Pendulum Lab website (an Internet simulation) and to interact with the simulation to observe energy graphs and record observations in the provided worksheet. The Activity 2 worksheet asks students to click the Energy box, change friction and gravity settings, and write predictions and results in blanks, linking online graphs (KE, PE, thermal, total) to their observations. Students also answer questions that require interpreting relationships shown by the simulation (e.g., how KE and PE trade off and when thermal energy appears).

Students use multiple Internet tools: they are instructed to open Project Sunroof and a solar power calculator to gather data about sunlight hours, roof area, and recommended kW, and to read online articles (Forbes, WholesaleSolar) to identify pros and cons. Students record numerical data, perform calculations (annual and 25-year savings), sketch roof layouts, and write a final recommendation on the activity pages based on the online findings. These activities require students to use technology to collect information and to create diagrams and written responses that relate sunlight, roof area, system size, cost, and savings.

Students are directed to use multiple web links (e.g., Basics of Wind Energy, How Do Wind Turbines Work, Small Wind Guidebook) to research wind turbines and wind energy. Students are asked to summarize what they read in their own words or draw a diagram on the "Turbines and Electricity" page, producing written explanations. Students must make a presentation of their findings to their family using the "Presentation Guidelines," which asks them to explain how wind energy is transformed, evaluate practicality in their area, and draw or use their wind turbine model to demonstrate.

Students access an online PDF and view a short PowerPoint presentation about expository writing via the provided web link. Students sketch a graphic that visually demonstrates the five modes of expository writing and choose which type fits given scenarios, practicing how to present relationships among ideas. Students use the book's organizational features (table of contents, index, sidebars) to locate and organize information for tasks.

The Skills section tells students to include formatting, graphics, and multimedia when useful, and the Parent Plan reiterates using multimedia and headings to aid comprehension. The lesson directs students to re-watch a PowerPoint presentation from Lesson 1 and provides a web link to online art reviews, showing students how to access Internet-based examples of descriptive writing.

Activity 2 and the "Internet Research" page require students to use the Internet to locate information and teach search strategies (TIP #1–#5) for framing queries and interpreting results. Students are directed to visit three specific web links and answer guided questions about each site's credibility, accuracy, understandability, and suitability for a formal research paper. The student activity asks learners to evaluate whether each website would be an appropriate source and to justify those judgments using criteria such as .gov/.edu provenance, authorship, and currency.

Students are asked to design a poster that uses a combination of text and graphics to communicate a scientific concept and to use at least three domain-specific terms, which requires them to present relationships between information and ideas clearly and concisely. The technical writing section explicitly instructs students to communicate information in the clearest and briefest way possible and gives examples of clearer versus unclear exposition. The activity allows students to use images "printed from the Internet" and provides web links to videos that students can view as resources.

Students are directed to use online resources (the DOE and ESA pages) to gather information and to use an online Citation Builder, copying the generated citations into a text or word-processing document. The activities ask students to create accompanying graphics for their writing and explicitly recommend using computer programs (Microsoft Excel, PowerPoint, or other applications) to create charts, graphs, flowcharts, or diagrams. The Student Activity asks students to prepare parenthetical citations and a Works Cited entry, indicating use of technology and the Internet while producing their research paper.

Students are instructed to type drafts on a computer, use a word-processing program to create outlines, and are told to save work frequently; Activity 9 and Day 4 give explicit directions for drafting and formatting (margins, double-spacing, 12-pt font). The lesson directs students to use the Internet and online databases for research (Activities 4 and 5), record URLs, and to enter source information into an online citation builder. The materials provide web links to a student model and extra research notes and require a Works Cited page and use of graphics to clarify ideas.

Students are instructed to visit the Avalon Project web page, highlight and copy Andrew Jackson's veto text, and paste it into an online word cloud generator, then print the resulting word cloud and answer questions about prominent words. The activity explicitly directs students to use Internet sources if they wish to learn more for the timeline and gives a weblink to the Miller Center essay for reading and analysis. The word cloud activity has students use technology to create a visual representation that highlights word frequency and thematic emphasis in Jackson's message.

Students are asked to create written products: a letter to a relative about city life, a diary entry from a mill girl, and an advertisement recruiting workers for the Erie Canal. The lesson provides an Internet web link (PBS) for background research on canal construction. The advertisement activity explicitly tells students that "You can use the Internet to print out pictures if you want to use images on your advertisement," allowing students to incorporate online resources into their production.

Students are instructed to "use online or library-based research to help you learn more about the person and answer at least three of your questions," and the Parent Plan explicitly says the child will need to do some online research and that a parent should help find appropriate sources and supervise online activities. The Student Activity Page asks students to write interview questions and possible answers, and the activity directs students to research information about a chosen reformer.

Students are directed to several web links (poems on Poetry Foundation and Audubon's Birds of America) and are asked to "look up stories about Paul Bunyan, Pecos Bill, or Mike Fink online," which requires use of the Internet to access texts. Students are asked to write a Transcendentalist-inspired poem (Option 2) and to write 2–3 sentences describing observations in the Backyard Naturalist activity, showing opportunities to produce written work after using online resources.

Students are directed to use multiple Internet sources (PBS Africans in America, Library of Congress slave narratives, a cotton PDF, Historic Hope Foundation artifacts, and a TED talk) to gather information. Students use online materials to complete tasks: filling activity pages, comparing two slave narratives, cutting/printing images for a booklet, and using tabular data to produce a graph of population changes. The lesson asks students to print or draw artifact images from websites and to consult web-based primary sources for their written responses and analysis.

Students are asked to type 2–3 quotations in interesting fonts (Part 3) and may print images from online sources with credit, indicating use of computers and the Internet. The lesson provides web links to examples of poster sessions and tells students they may do additional research online and optionally use a laptop set to a website as a prop during their presentation. Students must include at least one map, graph, or table showing data to support main points and may create or identify these digital representations.

Students are explicitly instructed to "conduct an internet search for 'graphite' and 'diamond'" to gather characteristics. Students are directed to use the USDA Food Data Central website to look up calorie information for items in the Food Journal, and the parent notes mention the option of using an online food tracker. Students are asked to create a flow chart tracing the path of a carbon atom and to keep a multi-day food journal that records and calculates calories, which require organizing and presenting relationships between information (e.g., steps in the carbon cycle, calorie calculations).

Students are instructed in Activity 2 to use the Internet (provided CDC links or Google searches) to look up each chemical agent and record Type of Agent, Dose for Toxicity, and Sources in the Investigating Chemical Agents table. In Activity 3 students use online information to make diagnoses and complete a chart linking symptoms, type of agent, diagnosis, and treatment. Students also answer 'Questions to Consider' that require them to compare dosages and consider why responses to chemical agents are considered feedback, which requires synthesizing online information.

Students are provided explicit web links (e.g., American Heart Association, ChooseMyPlate) and are directed to research dietary fats for the "Impact of a Proper Diet" activity, indicating use of the Internet for information gathering. Students are instructed to create multiple graphic representations (bar graphs of servings and calories per biomolecule) and to compile a presentation to share with their parents that summarizes biomolecule purposes, examples, and a graphic diet breakdown.

Students are instructed to use web sites to learn about Mark Twain and the novel's setting and to visit specified online resources (a biography site, maps of free and slave states, a PBS dialect page, a YouTube video, and USHistory.org articles) and then record answers in their journal. Activities require students to use an online map to identify slave and free states, watch an online video about linguistic profiling, and read web articles to summarize the growth of slavery and slave codes. Students complete vocabulary and map activities based on online sources and are asked to answer guided questions after reviewing those digital resources.

Students are directed to read a debate article at a provided CBS News URL, requiring use of the Internet to gather background information. Students are instructed to use an online Persuasion Map to plan their thesis, reasons, and supporting evidence, which uses technology to organize and display relationships among ideas.

Students are directed to review a "Types of Writing" slideshow and two YouTube links, and to examine online articles as part of their source collection. The activity asks students to print out or photocopy sections of sample text and glue them to physical collages. The lesson explicitly includes gathering magazines, newspapers, and online articles as materials for analysis and poster construction.

Students are directed to use the Internet to listen to two slave narratives via provided YouTube links and to take notes comparing those narratives to Jim, showing use of technology for research/input. Students are asked to write a one-page narrative and to use a provided 'Story Map' organizer for prewriting, showing they produce written work and organize relationships among ideas and figurative language.

Students are explicitly offered a technology option for the poster title: "You can type it in a large, decorative font, print it out, and paste it to the poster." Students are directed to review a PowerPoint on the types of writing as part of test preparation. The parent-facing skill note also states students should "Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest."

Option 1 asks students to do additional research using local library or Internet-based sources and supplies web links, so students are directed to use the Internet for information gathering. Students are asked to write a short, organized letter that summarizes a politician's position and states and justifies their own viewpoint, which requires producing written work. Students complete graphic activities (a chart comparing Lincoln and Douglas and a colored map/timeline) that require them to organize and present relationships among events, positions, and places.

Students are directed to read online sources (archived Senate page, a PBS biography, and a National Park Service article) and to use the data in those online articles to complete activities. Students complete written activity pages that ask them to summarize Webster's and Calhoun's views, answer questions, and fill a chart ("North and South by the Numbers") using data from the web article. The lesson explicitly instructs students to use internet links as sources for their responses and data entry.

Students are directed to read Jefferson Davis's and Abraham Lincoln's inaugural addresses using provided web links to the Avalon Project, showing use of the Internet to access primary-source texts. Students are instructed that if they do not want to draw images for the Fort Sumter timeline they may look up relevant images online and print them for use. Students are told to write the URL under each printed image as a way of citing online sources.

Students are directed to Internet sources (two Massachusetts Historical Society links) and told to explore online photographs of the 54th Massachusetts. Students read assigned pages from print texts and online materials and then write a short letter home from a recruit or a thank-you note and draw items for a care package based on that research. The activities require students to gather information from the web and synthesize it into written responses.

Students are asked to watch a YouTube video and read multiple online articles (links provided) to build knowledge about prokaryotes. Students write a paragraph comparing eukaryotic and prokaryotic cells on the Recognizing Prokaryotes activity page. Students create hypotheses, record observations, and draw conclusions for the Culturing Bacteria experiment on provided activity pages.

Students are instructed to investigate several web resources and watch online videos in the "Reading And Questions" section, and they use information from those Internet sources to answer guided questions. Activity 2 explicitly asks students to "use Internet research from well-respected sources" to decide whether viruses are living and to give their reasoning. The Student Activity Page requires students to state a conclusion (circle living/nonliving) and provide reasons, indicating students write and organize their ideas after researching online.

Students are instructed to "do some Internet research" on a chosen cell and are given a direct link to the Human Cell Atlas to guide that research. Students are asked to "imagine that you are creating a short entry for the Human Cell Atlas" and to fill in the "Specialized Cell" activity page with image, functions, and unique properties. The activity page is a graphic organizer that requires students to organize features and functions of the cell, linking information gathered from online sources to a written entry.

The optional extension asks students to use technology to create a presentation (film, PowerPoint, or stop-action animation) that explains each stage of mitosis, including adding text to explain steps or narrating the stages. The lesson provides specific tools and links (iMovie/Windows Live Movie Maker, PowerPoint, stop-action sample, Animaker) and asks students to label and narrate each stage in their chosen media. The Parent Plan reiterates that students will create a software-based presentation with accurate, clearly labeled/narrated stages.

Students are explicitly instructed in Activity 2 to use the Internet to research respiratory infections (SARS, Ebola, Cholera, Flu, Swine Flu, Pertussis) and then fill in an activity table. Activity 5 provides WHO, Mayo Clinic, and Cleveland Clinic web links and asks students to research how SARS is spread and to come up with prevention approaches and images. Optional Activity 6 directs students to contact a local health department or hospital to learn how modern technologies (tests, gene technology, blood tests, virus culturing) are used in diagnosis and treatment.

Students read and compare two primary-source passages (George Fitzhugh and Frederick Douglass) and answer analytical questions that require them to present contrasts and explain persuasive techniques. Students write a 4–5 sentence paragraph showing emotion with descriptive words and repeated verbs, practicing organization of ideas in writing. Students create a welcome note or give a short oral presentation explaining and justifying items chosen for a "Welcome to Buxton" basket, which requires them to explain relationships between needs and chosen items.

Students are told they may "print a picture from the Internet" to use for their character and to "film" the optional monologue so they can "share it" with a parent. The monologue option explicitly asks students to practice, film, and share a recorded performance, which involves using digital recording technology. The lesson also suggests printing an image from the web as part of creating the character booklet.

Students are asked in Option 2 to read a specific web page about a secret school (a provided Internet link) before writing the remainder of a scene, which requires them to use the Internet to gather information. In Option 1 students are invited to film their interview or share it with friends and family, which suggests using a recording device or digital sharing to produce and distribute their work. Students also write the remainder of a play scene or respond to interview questions, demonstrating written composition tasks that could be combined with the web research or filmed interview.

Students practice organizing and linking ideas through a focused Transitions activity that asks them to choose and use different types of transition words (time/sequence, comparison, contrast, clarification, emphasis, conclusion). Students are asked to produce written work: a 5–7 sentence humorous news paragraph using specified techniques and/or to create a one-to-two minute mock newscast, both of which require presenting ideas and relationships clearly. The lesson includes web links and an example video that students can view as models.

Students are directed to "turn to the Internet" to look up unfamiliar allusions and are told to ask an adult to help research any allusions they do not know. Students are asked to write 2–3 sentences explaining an allusion's origin and connection to the book and to pose five interview questions (and write possible answers) or write a descriptive paragraph for a novel setting, which requires producing written responses.

Students are directed to use multiple Internet resources (NPS physiographic pages, National Geographic, NASA biomes, census state maps) to research their state's geologic province, biomes, and to print county maps. Students are asked to print and paste or draw images found online into a Student Activity Page and to print a county map to create and label a state map. Students may take digital photographs during ecosystem observations and print them for a Visual Journal, integrating online research and digital images into their work.

Students are instructed to use field guides, library research, or online sources to find information for at least six pages of a journal and to "jot down the sources" they use. The lesson gives concrete guidance on using a search engine (example: typing "+StateName"), allows students to print out online images to attach to pages, and requires students to neatly print the URL beneath any online image used. Parents are asked to supervise and assist with Internet use, reinforcing that students will perform online research.

Students are instructed to use the public library or the Internet to research a chosen indigenous group and to use listed web links (state websites, historical maps, Tribal Leaders Directory) as sources. Students are directed to complete the "Research on Native Populations" activity pages with answers to historical and modern questions. The lesson asks students to add names to a state map and to create a model or artwork based on their research, which uses information gathered online.

Students are asked to use a web-based poster creation or presentation program to create a digital poster (Option 1) and are given a resource link to find such programs. Students are instructed to gather online sources by bookmarking links, saving images, and recording URLs on note cards and under printed images, and to include images or website links on their poster. Students must write 3-4 well-crafted sentences for each of four topics and organize those sections around a central title/image, producing a digital artifact that embeds text, images, and links.

Students are instructed to "look up information about that person online or at your local library" and to list "specific URLs for websites" in the Sources section, which shows direct use of the Internet for research. Students are prompted to "print out and paste a picture of this leader" or "print out a picture of an existing space" and to optionally print or draw visuals, indicating some use of technology for gathering and producing materials. Students are required to write a 6-10 sentence dedication speech and practice and deliver it to a parent, showing they produce written work based on their research.

Students are directed to use Internet sources (the Wikipedia historical population tables, the Census Bureau QuickFacts page, and the NASBO Fiscal Survey of the States) to gather data for Activities 1–4. Students use the collected online data to plot points on a population graph, complete census and county data activity pages, and fill out a state budget worksheet. Students are asked to write a paragraph comparing two other states (Activity 4) and to discuss graph observations with a parent.

Students are instructed to use online research and specific web links (50states.com, Fact Monster, and a Wikipedia GSP table) to find their state's top industries, gross state product, and largest employers. Student Activity Pages prompt students to list at least three natural resources and top industries, record state GSP in millions and percentage of national GDP, and describe three top employers using Internet searches. Option 2 also asks students to create graphs categorizing local businesses or to interview and journal about work, which requires collecting and organizing information gathered from community or online sources.

Students are instructed to use web links (50states.com, Infoplease, Wikipedia lists) to find artists, songs, and poems from their state. Students are asked to print images and include the URL beneath each image and to locate recordings or sheet music online for a state song. Students complete structured art cards with fields such as 'Connection to your state' and other metadata for each artwork.

Students are instructed to type their 10-question quiz on a computer and to use websites and materials from the unit to craft questions and an answer key, then print and distribute the quiz. Students may create a welcome video (4–5 minutes) and are encouraged to use video editing software to add transitions, titles, and special effects; the video rubric includes criteria for thoughtful production and appropriate transitions. The mural option explicitly allows incorporating images printed from a computer or photographs, and rubrics for both options assess organization and clarity of presentation.

Students are directed to use multiple Internet sources (KidsHealth, Mayo Clinic, NIH, American Cancer Society, Cleveland Clinic, etc.) to research diseases and environmental causes in Activities 1 and 3. Students use information from those websites to complete charts and worksheets (Investigating Disease, The Influence of Environment) and to take notes during the medical diagnosis activity. Students complete written activity pages (charts, Punnett squares, and diagnosis notes) using information gathered from the provided web links.

Students are given multiple web links and videos to research cloning (e.g., 'Why Clone?', National Geographic article, and optional YouTube videos) and are instructed to refer to the reading and interactive exploration from Activity 1. In Activity 2, students are asked to produce a marketing brochure that includes paragraphs or bullet points explaining the company's services and may 'print a picture from the Internet and paste it on the cover.' Students are asked to explain how the cloning process works briefly on the back, requiring them to organize and present information.

Students use the Internet to research cloning by visiting six specific web links and are instructed to create MLA-format source cards for electronic sources, including bookmarking URLs. Students are directed to use an online Persuasion Map to plan and outline their essay and to watch an online PowerPoint on persuasive techniques. The rubric and activities require students to organize claims, counterclaims, reasons, and evidence and to apply persuasive strategies to present their arguments.

Students are asked to type their final persuasive essay on a computer, run spell-check, format (title, indents, font, double-spacing), and print the final draft. Students are given the option to use a computer drawing program to design a family tree and to write brief descriptions of each character next to names. A web link to the Purdue OWL MLA Works Cited page is provided for students to use the Internet to prepare their bibliography. The Parent Plan reiterates that students will type their final draft and Works Cited page on a computer.

Students are given Web Link URLs and instructed to read example pages online, which requires use of the Internet to view model texts. Students are asked to create either a print advertisement or a 30-second film commercial and to show or present that ad to a parent, and the film option specifically says "If possible, film your commercial," implying use of recording technology. The student activity asks students to mark an essay with color-coded underlines to identify fallacies, which could be done digitally or on paper but is a structured task of producing a marked/annotated text.

Students are directed to read two essays via provided web links (URLs given for "Cloning is Beneficial to Humanity" and "Cloning Arguments") and to use the "Arguing the Issue" activity page to summarize each author's main arguments and identify logical or rhetorical fallacies. The activity asks students to record each author's main arguments and list logical and rhetorical fallacies, which requires students to analyze and write responses about the online sources.

The lesson asks students to consult reference materials "both print and digital" to find word meanings and pronunciation, and it includes a web link titled "Family Crests" for examples on the Internet. Students are directed to create a family crest using a provided template and to explain their choice of symbols, colors, shapes, and motto. Vocabulary work requires looking up words in a dictionary and producing index cards with definitions and either sentences or illustrations.

Students are asked to visit multiple web sites (University of Chicago maps, Chicago population map, NCPedia, Library of Congress letters, Jacob Lawrence collection) to gather information. Activity 1 explicitly instructs students to create a graph using an online tool (NCES Create a Graph) or graph paper, which requires students to use the Internet and technology to produce a visual representation of population data. Option 1 directs students to read letters on the Library of Congress web exhibit before writing a two-paragraph letter from a migrant's point of view.

Students are directed to watch the "Heartland" episode via an online link and to use web links (Wounded Knee, primary sources, Captain Pratt article) as sources for Activity 2 and Activity 3. Students are instructed to take notes on provided note-taking pages while viewing the online documentary and to design a sign about Wounded Knee that must include words and images and use information found at the web links.

Students are directed to use Internet resources (Library of Congress Edison films, Britannica and NPS biographies, Smithsonian Air and Space artifact gallery, Wright Brothers papers) to gather information and view primary-source media. Students watch at least five short Edison films online and then write an advertisement selecting three films to show to peers, and students complete online-research-based activity pages about artifacts and inventors. Students also complete comparison activities that require organizing descriptions, advantages, and disadvantages for technologies in 1850 and 1920.

Students are directed to use multiple Internet sources (web links to articles, immigrant letters, and videos) to gather information. Students are asked to take notes, record 8–10 facts from a video, and write evidence of push and pull factors on an activity page. Students are instructed to share notes with a parent and to complete written activity pages based on online readings.

Students are directed to use online resources: Activity 1 provides web links to Jacob Riis and Lewis Hine photo collections and asks students to view at least ten photographs and print one for analysis. Day 2 directs students to read a biography at a provided Samuel Gompers web link and then write a one- to two-paragraph response to prompts. Activity 3 tells students to "do a bit of Internet research" on a chosen reformer and then create a poster explaining the problem, the leader's proposals, and what voters should do.

Students are directed to use multiple Internet sources (a YouTube video, PBS, National Archives, and Library of Congress links) to read primary sources and contemporary newspaper articles about the Lusitania and to view digitized propaganda posters. Students are instructed to zoom in on digitized newspapers and to print out the article they choose and save it for a final project. Students analyze online posters and are asked to choose images from digital collections for use in their analyses and creative work.

Students are asked to print off the unit Review Sheet from a provided web link and to print photographs or images from earlier lessons to include on the scrapbook cover or pages, indicating use of the Internet to obtain materials. The lesson directs students to print templates (immigration documents, tickets) and to add cards #100-116 to a Timeline of U.S. History, which may involve downloading or printing timeline cards. Students are also instructed to prepare and deliver a presentation or to assemble a scrapbook that includes printed artifacts and written sentences about each page.

Students are directed to use multiple Internet resources (Arbor Day tree anatomy pages, an interactive tree identification guide, and a YouTube video) to research tree parts and adaptations. Students use those websites to fill in definitions on the "Parts of a Tree" activity page and to answer questions on the "Stability and Change" page. The materials explicitly instruct students to search the Internet for local tree identification if needed.

The lesson provides web resources (a PBS video and a labeled flower webpage) for students to access and learn about plant reproduction, showing use of the Internet as an information source. Option 2 explicitly asks students to create a mostly visual presentation and names slideshow software (PowerPoint or other presentation software) as an acceptable tool. The option suggests producing a flowchart, poster, or slideshow to explain fertilization, which requires students to use technology to present relationships between parts and processes.

Students are instructed to use a search engine (for example, 'snake digestive system' or 'llama digestion') to find articles and images and to consult more than one source. Students are given the option to type their report or neatly handwrite it, and to print or paste an image from an online source into their brochure or report. Students are asked to format the animal's scientific name in italics, indicating attention to text formatting when producing their work.

The lesson includes two web links to videos about cellular respiration that require students to use the Internet to view content. Option 2 explicitly allows students to "create images or even the whole diagram using a computer program," and Option 1 permits printing and cutting out images from the Internet. Students are directed to arrange and label images or create diagrams that represent the relationships between photosynthesis and cellular respiration.

Students are directed to use several web resources: the Red Light, Green Light online reaction-time test, an online slideshow "Animals with a 'Sixth Sense'" for research, and a YouTube video and online quiz about tropisms. In the "Sixth Sense" activity students are asked to "read more about it online" and to "create a presentation to explain what they found." The reaction-time and tropism tasks require students to access Internet-based tests, videos, and articles during their investigations.

Students are instructed to research a specific animal using the Internet (e.g., "type 'How do ________ communicate?'") and provided with three web links to use. Students are asked to fill out an "Animal Communication Notes" page and then either write a 1-2 paragraph summary or create a poster, with an explicit suggestion that they may "print out images from the Internet" to include. The instructions also tell students to quote sources exactly and note the source when quoting.

The lesson offers Option 2 where students create a slide presentation using software such as Microsoft PowerPoint, OpenOffice Impress, or Prezi and are instructed to place each category on separate slides. Students are told to use a combination of text and graphics, favor bulleted lists over long paragraphs, and design slides so a viewer can understand content without narration. The lesson also directs students to credit images obtained from Internet sites and provides an online review sheet link for study.

Students are directed to use a provided web link about the European Rabbit to complete a "Rabbit Research" graphic organizer, so they use the Internet to gather information. Students are also asked to view an online clip (YouTube) as an option for identifying foreshadowing in film. Students complete character cards and foreshadowing/symbolism pages that require organizing information and ideas from the readings and media.

Students are asked to research organisms using an explicit web link ("Food Web: Facts") and to record dietary information for each species. Option 2 directs students to "use a computer graphics or presentation program" to create a food web diagram, requiring them to use technology to present relationships among organisms. Activity 1 asks students to research quoted works and record a couple of sentences explaining the work and how the quotation connects to the chapter.

The lesson includes explicit Web Link entries (YouTube URLs) directing students to watch read-alouds of children's books online, so students are asked to access Internet-based content. Students are asked to complete written tasks (write an index-card postcard, fill out activity-page responses, and hypothesize and record dictionary definitions) that require producing text. The lesson uses student activity pages that guide students to organize what the reader knows, what characters believe, and the effect on the reader, which asks students to present relationships among ideas in writing.

Students are asked to consult reference materials "both print and digital" (dictionaries, glossaries, thesauruses) as listed in the Skills section, which explicitly references digital resources. Students produce written work by recording journal entries, choosing passages to discuss, writing definitions from context, and creating campaign signs or flags (slogans, logos) for Hazel. Students organize and compare information by completing a Rabbit Societies chart that records leaders, positive and negative traits, and relationships among different rabbit groups.

Students are asked to "consult at least three sources, either books or online sources, for your information, and record your sources," and to "research the animal you chose for your story" using the provided Animal Research page. The Parent Plan reiterates that students should "cite at least three sources, either books or reliable online resources, to support her research." Students record notes and sources on the Animal Research graphic organizer.

Students are instructed to produce a finished short story that is "typed double-spaced" and 500–750 words long, indicating an expectation of producing a digital or typed document. The lesson references consulting a rubric and reading sample story pages before composing, which guides students in composing and formatting their written product.

Students are directed to use Internet sources: links are provided to watch the America: The Story of Us episode online and to search the Library of Congress "Photographs from the FSA-OWI, 1935-1945" collection. In Option 2, students are instructed to search the Library of Congress site, select 6-8 photos, print them, and record metadata including the URL, photographer, and date. Students write short descriptions and titles for each photo and arrange them into a photo exhibit, and they also take notes while viewing the online video.

The camouflage activity (Option 2) explicitly tells students they can use a digital camera and print or email pictures of their camouflaged bicycle to a friend, grandparent, or relative. The Parent Plan repeated that students may email images of their camouflaged bicycle to others, which shows an option to use the Internet to share their work.

The lesson asks students to create a short (4-5 minute) radio drama and explicitly directs them to record it, noting they can use a digital audio recorder or a computer to record audio. The lesson includes a web link titled "Care Packages for Troops" that directs students/families to online organizations and guidelines, indicating use of the Internet as a research/resource tool.

Students are instructed to spend about 20 minutes exploring the United States Holocaust Memorial Museum website and to visit specific online sections (Events, Museum Information, Resources for Academics and Research, Learn About the Holocaust, Remember Survivors and Victims). Students use web links in Option 2 to view artworks by Holocaust survivors and are asked to print three images, cut them out, and create a mini art exhibit. Students complete online-guided note-taking and "Field Trip About the Holocaust" activity pages that require written responses based on the websites they explore.

Students are asked to gather and print images from Internet sources and to include interactive features such as audio recordings, video clips shown on a laptop or TV, or virtual tours of websites as part of their museum exhibits. Students must write paragraphs (2–4 sentence summaries, written paragraphs for During sections, and other written content like diary entries) and include at least one primary source per poster, with citations for online images. The project also directs students to use an online review sheet and provides multiple web links for research.

The lesson includes a web link to a National Geographic video (https://youtu.be/i8Zo1_FN6xw) that students are instructed to watch, and it tells students they may "consider pictures from magazines or the Internet" when creating timeline images. Students are asked to present their timeline to another student or group and to add timeline cards (titles, illustrations, dates) based on video content. The student activity pages direct students to create and organize content (timeline cards and Deep Time timeline) that represent relationships among events.

Students are provided with multiple web links to time-lapse videos (YouTube URLs) and are instructed to watch these online in Activity 3. After viewing, students are asked to write a paragraph in their journal describing the video they enjoyed most and to include something that surprised them and how they feel about seemingly still things that are actually moving. Students also cut out and place timeline cards on a physical timeline (Activity 2), which has them organize and present chronological information by hand.

Students are asked to "fill out the student activity page" using resources found online or at the library, which explicitly directs them to use the Internet for research. Option 2 allows students to create a poster that can include images "downloaded from the Internet," prompting use of online technology to gather visual materials. Students are assigned to watch a PBS documentary, which involves consuming information via technology (video).

Students are asked to research using books, the Internet, and interviews and to "use the Internet" for further research and the Unit Review Sheet (link provided). Students are instructed to "create a talk and a slideshow presentation" and are given specific technology options (PowerPoint, Apache OpenOffice Impress, Prezi) and the option to make a video and "upload your video to your Beyond the Page Portfolio." Students are directed to "write text to accompany your talk," document religious and scientific evidence side-by-side, and prepare visuals to communicate differences and conclusions.

Students are directed to use specific web links (Britannica, CNN) to research World War II and fill out the "World War II Detective" page. Students use online biographical pages and a video interview to gather information about Markus Zusak and then produce a promotional poster or a 90-second radio spot about his visit. Students are also told they may find images online for the collage and are pointed to online author interviews about figurative language.

Students are directed to use multiple web links (e.g., Link A, Link B, Link D, and a Propaganda Posters archive) to research historical references and answer questions on the Historical References activity page. Students are asked to choose three Nazi propaganda posters from an online collection and analyze target audience, goals, and effectiveness. Students record examples of propaganda from the reading on a structured activity chart, using information gathered from the provided web resources.

Students are directed to view an online video (Charcoal 101 on YouTube) to learn charcoal techniques and are given a web link to download additional storyboard pages (PDF) if needed. Students use the provided storyboard pages to plan and organize illustrations and text for a 10–15 page short illustrated story. The activity describes using the Internet to access instructional and printable resources that support the creation of the story.

Students are instructed to use Internet sources: they are told to read the PBS article, view the 1943 newsreel on YouTube, and read Ernie Pyle's column, then answer questions on the War Journalism page. Students are also directed to complete a Relationship Web, connecting Liesel to other characters and describing the significance of those relationships. The Student Activity Pages provide spaces for written responses to the war-journalism questions and for completing the graphic organizer that displays relationships between ideas/characters.

The activity options explicitly invite students to use technology: Option 2 says students may "use art materials, images from the Internet, or even computer design software to create your diagram," and Option 1 suggests conducting interviews via phone or email and recording in-person interviews. Students are asked to create maps or diagrams that use words and images to communicate a journey, which requires organizing and presenting relationships between events and ideas. The Student Activity Pages instruct students to choose important details and communicate the journey visually and textually, supporting clear presentation of relationships between information and ideas.

Students are instructed to "be sure to type your paragraph" and to "turn in polished work," indicating they must produce a digital document. The plan directs students to use specific web links (unit review sheet, propaganda poster sites, PBS articles, YouTube trailer) and tells them to "copy and paste" posters into a document. One mini-project asks students to present a lesson to younger children via a "handout, poster, or slideshow," which explicitly includes a digital slideshow option.

Students are directed to use Internet sources: they watch the "America: The Story of Us — Superpower" episode via provided web links and read short historical articles on U.S. State Department pages for Day 2. Students answer written comprehension questions about those online readings and are asked to take notes on provided note-taking pages. One creative option explicitly allows use of "computer programs" to draw a political cartoon, and students are told to save their project for use in a final project.

Students are instructed to read primary-source transcripts and explanatory pages from web sites (Office of the Historian, JFK Library, History.com) and to listen to or watch a video/audio recording of Kennedy's speech. In Option 1 students use an online John F. Kennedy Presidential Library resource to examine advisers' options and complete a "Decision Making" activity page based on that online research. An optional extension explicitly suggests using a mapping tool (Scribble Maps) to plot ship locations, which would have students use an online tool to display information geographically.

The lesson provides an Internet resource (a link to the National Archives Rosa Parks exhibit) for students to read. Activity 2 Option 2 explicitly invites students to use an online newspaper clipping generator (link provided) to create, download, and print a news story. The newspaper task asks students to write a headline and two paragraphs (first describing how the person died, second describing life and activism), which requires students to organize and present relationships between information.

Students are directed to print a PDF of Dr. King's "I Have a Dream" speech from a Stanford website and to listen to an online MP3 of the 1963 speech as they follow along with the text. Students are asked to choose another speech from the online collection "A Call to Conscience" and to read that speech for comparison. Students use a provided graphic organizer to record similarities and differences between the two speeches.

Students are directed to use web links (Charles Moore Photographs; National Museum of African American History and Culture) to look through photos online and choose one to print. Students then write responses on a Student Activity Page describing the photo, its origins, and what it reveals about reactions to the Civil Rights Movement. The reading section also asks students to read Part 4 of a history text and answer specific written comprehension questions.

Students are directed to read online sources (the SCLC page and the Black Panther platform) and to watch a YouTube video about Cesar Chavez, showing use of the Internet for research. Students are asked to choose 2–3 quotations from an online Chavez quotations page and may print images from the Internet to create a collage. Students are also asked to write a short 2–3 minute speech that uses at least one Chavez quotation and information about worker conditions, drawing on the provided online and text sources.

Students are instructed to download and view primary-source fliers from provided web links and to find two anti-war protest songs using the Internet, indicating use of online resources. The activities allow students to print images from the Internet for use on a flier and suggest streaming or borrowing 1960s television episodes from online services. Student activity pages ask students to write reviews and short analyses after using those digital sources.

Students are instructed to find and print images from the Internet and to locate historic documents through online searches to include in the time capsule. The lesson provides a web link to a Unit Review Page that students are directed to use as an online resource. Students are required to produce written items (a fake letter from a soldier, a speech for an anti-war rally, or a written list of goals) as part of their artifacts.

Students are directed to use the KidsHealth website (link provided) in Activity 2 to look up how decisions affect body systems, which requires use of the Internet for research. In Activity 1 students are instructed to take notes and draw arrows between systems to show dependencies and to write how systems benefit one another, producing written explanations of relationships. The materials note also includes a QR code to request an earthworm dissection kit, indicating an explicit connection to online technology for unit materials.

The lesson offers a technology-based option (Option 2) that directs students to use Comic Life software or free online comic-creation tools and to save and print their work, and it explicitly allows students to use images they find online. In Activity 1 students create a comic strip that describes and animates what happens to a food particle at each digestive step, requiring them to organize and present the sequence and relationships among digestive processes.

The lesson gives students the option to use Comic Life software to create a comic strip that describes and animates a water droplet's journey through the urinary system, including the two possible paths and interactions with other body systems. The lesson also provides Internet resources (a YouTube video and a KidsHealth webpage) that students can access for information. Students are instructed to create, save, and produce labeled diagrams and a multi-panel comic that present sequences and relationships (e.g., blood → nephron → renal vein or urine → ureter → bladder).

Students are asked to begin Activity 2 by reading a provided web link and are invited to "feel free to do Internet research" on effects they are unsure about, so they use the Internet to gather information. Students are asked to print out pictures of themselves (if possible) and make a timeline, and to label and write explanations in at least four boxes on the Environmental Effects student activity page, producing written annotations that relate environmental factors to body parts.

The lesson directs students to use presentation software (PowerPoint or other) to create and save a slide file, scan or upload system diagrams, and crop and insert images. It tells students they may include images from the Internet and instructs them to supplement images with concise explanatory text that describes each system's function and at least two interdependencies. The project rubric evaluates clarity, organization, and conventions (spelling/grammar) of the slides, and students are instructed to present the completed slideshow to parents.

Students are directed to watch a linked YouTube video ('Alabama in the 1930s') using the Internet as part of the activity. As they watch, students are instructed to create a mind map showing connections between ideas, with an explicit option to use an online mind-mapping program (Coggle). Students are also asked to answer a reflective question in their journal about whether they would have wanted to live in Alabama in the 1930s.

Students are directed to use an online Purdue OWL article about quoting, paraphrasing, and summarizing and then complete a student activity page that practices those skills. Students are asked to read an online slideshow of segregation images, select and print an image, glue it to paper, add a caption, and write two to three sentences connecting the image to To Kill a Mockingbird. Students write a 6–8 sentence literary response to chapters 12–13 that refers to specific examples from the text.

Students are asked to rewrite or explain five quotes in their own words and to select one quote to memorize and display creatively, with the instruction that they may use the computer or art materials to create the display. The activity tells students to cite the source and hang up the quote to share wisdom with others, which requires producing and publishing a written product. The Venn diagram and diary-entry options ask students to organize and present characters' perspectives, showing relationships among ideas.

Students are instructed to watch the film adaptation (using media technology) and to keep a running list of similarities and differences on a student activity page. The lesson provides a web link to the original 1962 poster on IMDb, and one activity asks students to design their own poster that summarizes themes and includes a sentence of summary. Students are also asked to write a short movie script for a deleted scene, which requires producing written work that presents ideas about the story.

The Parent Plan and skills list explicitly require students to "use technology, including the Internet, to produce and publish writing" and to "produce a multimedia presentation involving text, graphics, images, and sound using available technology." Students are asked to create a slide show using PowerPoint or a similar program with slides for historical context, a character, plot, themes, and personal reactions, and to integrate graphics and text to support an oral presentation. The activities instruct students to plan content with a graphic organizer, transfer key words to index cards, and rehearse delivering the presentation while advancing slides so the slides clarify and support the oral delivery.

Students are instructed to write their illustrated essay in a word processing document, use the editing tools of the word processor to insert images, and print or lay out the final product (Option 1). The materials require students to download or create images from the Internet and to list and cite websites as research sources on brainstorming and choosing-topic pages. The National History Day option and its rubric explicitly include creating a website as a possible project format and ask students to identify research sources and include primary and secondary sources.

Students are asked to use two web links (an NPR article on the 1965 Immigration Law and a CFR backgrounder on the U.S. immigration debate) and to read or listen to those online sources. Students are instructed to write short responses: brief reflections on three scenarios for the Immigration Act activity and a 3–5 sentence letter to the editor after reading the CFR article. Students also create graphs and percent-of-population maps that require them to organize and compare data across years.

Students read linked U.S. State Department articles and answer comprehension questions, using the Internet as a primary source for those tasks. Students are asked to write a draft paragraph for an illustrated essay and are told they may use videos, Internet research, and images from the web and to cite those sources using an online Citation Builder. Students consider National History Day project formats (including a website) and rank/choose formats, which creates an option to produce a digital project.

Students are directed to use the Internet to locate and view primary sources: they are asked to skim or watch presidential speeches via provided web links, read summaries of Watergate and Iran-Contra, watch presidential videos, and visit online pages about landmark Supreme Court cases. Students complete written activity pages that ask them to summarize, compare, and analyze information (e.g., the Speeches Analysis Table and Landmark Court Cases prompts) that require presenting relationships between ideas. Students are also instructed to "conduct a search for reliable news sources" about an environmental issue and to pick a side and create a persuasive button/bumper/t-shirt design with a brief slogan.

Students are asked to use the Internet for research in multiple activities (e.g., searching invention dates for Generations and Technology, using NASA spinoff pages and Apollo videos, and consulting Wikipedia). Students are directed to use online tools such as the Citation Builder and to copy and paste citations into a word-processing document. Students are told they may print or paste images from the Internet into their illustrated essay and are asked to produce written work (annotated bibliography, diary entry, paragraphs) that synthesizes research.

Students are directed to read web pages (History.com and other linked sites) and to click on artifact records and supporting documents online, showing use of the Internet to gather information. Students may record their interview or take notes, which allows use of recording technology. Students are instructed to print pictures of artifacts from the Internet to include on a poster and to write a short (5–10 sentence) informal reaction paper after an interview, demonstrating some production of written responses.

Students are instructed to use the NCES "Create a Graph" online tool to produce a visual representation of undergraduate enrollment data and to analyze what the visual representation conveys about changes in women's education. Students are asked to use Internet sources (videos, encyclopedias, library, and printed Internet images) and to cite those sources when researching and drafting Paragraph 3 of an illustrated essay. Students are given multiple web links to songs and asked to listen online and complete an activity page that documents theme, style, technological features, and their interpretations.

Students are instructed to write an introduction and conclusion, include appropriate citations, and edit their essay into a finished draft. The lesson explicitly suggests using a word processing program to insert images and arrange text and images in a visually pleasing way before printing. The timeline/poster options require students to organize information chronologically and pair paragraphs with images to communicate relationships among ideas.

Activity 1 explicitly tells students they can do the product-research activity online and asks them to find commercials or product claims online. Students are instructed to write down five products, list claims, underline plausible claims and highlight questionable ones, and compare prices with other similar products. The activities require students to analyze and compare product claims and prices, which connects pieces of information and ideas about value and marketing.

Students are directed to read information in articles at provided web links and to read/watch online resources (e.g., linked articles and videos). Students are asked to research one of five chronic diseases and create a public awareness poster and to create a PSA that could be a script, poster, or a recorded performance. The PSA instructions specifically allow recording by a parent or sibling, indicating an option to use digital media.

Students are directed to read a webpage (https://www.teenwire.org/conflict-resolution-for-teens/) to gather information, demonstrating use of the Internet as a source. Students must summarize what they read in their own words by creating a list of steps for resolving conflict and write a 2–3 sentence written reflection. The materials also suggest that students "save" the Questions To Ask About a Potential Date page, implying use of a digital copy of a student activity page.

Students are directed to use multiple Internet resources and videos (web links and an online booklet) to gather information about different drugs. Students record and organize that information on a Student Activity Page chart with columns like "What is it?", "Effects of Abusing it", and "Other," which requires synthesizing and relating facts. Students produce written products—an acrostic poem, a one-minute PSA script (to present to a family member), an imaginary email, a poster, and a family contract—based on their online research.

Students are asked in Activity 8 to create a 10–12 minute lesson and develop visual aids, with an explicit suggestion that they could use technology such as PowerPoint to create a presentation. Activities 2 and 5 direct students to visit MyPlate and BMI calculator websites, requiring them to use Internet resources to obtain personalized recommendations and calculations. The lesson asks students to create a short list of questions and to present information (e.g., food pyramid, BMI, food labels) to others, which involves organizing and communicating relationships among ideas.

Students are directed to use online resources: the lesson provides a link to an online rhyming dictionary (RhymeZone) and suggests downloading a presentation from Purdue OWL for comma review. The optional extension links students to a USNews article about Paul Revere for further reading. The activities ask students to use a thesaurus and (optionally) an online rhyming dictionary to find synonyms and rhymes.

Students are asked to use information available online to fill in Poet Cards and to look up poets' pictures online (Activity 2). Students are directed to read two concrete-poem examples via provided web links (Activity 3). Students are instructed to use online sources to research poets and read poem examples as part of their work.

Students are asked to read multiple web links (Longfellow's sonnet, the ballad "John Henry", haiku samples, and Richard Wright's haiku) and to use an online rhyming dictionary (RhymeZone) as part of composing limericks. Students are directed to read online examples of forms and to consult web resources to model their writing and to generate rhymes. The activities instruct students to save their haiku and limerick poems for a final project, implying use of online sources during composition.

The lesson directs students to listen to a web link (YouTube) to learn a tune for reading Emily Dickinson, showing use of the Internet for a reading task. The writing activity tells students "You'll find that an online rhyming dictionary and thesaurus will be helpful as you write your poem," explicitly encouraging use of Internet tools while composing. Students are asked to "save the poem for use in your final project," implying digital persistence of their writing.

Students are directed to use an Internet link to view Cubist artwork (the Guggenheim Cubism page) before rereading Stein's poem, so they view online images to inform their analysis. In Option 1 and Option 2 students are asked to copy their poem into the provided activity page and to paste a digital image of their artwork or a printed online painting; the instructions explicitly instruct students to scan artwork, take a picture, shrink/print images, and paste them into the activity frame. The activities therefore require students to use web resources and to use basic digital tools (camera/scanner/printer) to produce a combined poem-and-art artifact.

Students are directed to look up references online (e.g., "Be sure to look up 'Euclid' online") and given several web links to poems and a memorization guide. Students are told they may print an enlarged version of a poem ("one printed out online") and parents are advised that students may print headlines found online to cut up for the headline poem. The lesson provides specific Internet resources (How to Memorize a Poem, poets.org, Poetry Foundation) that students can access for the activities.

In Activity 1 students are instructed to use a computer (word-processing, desktop-publishing, or presentation software) to present a poem using fonts, spacing, colors, and graphics and to save and print the result for the final project. The activity allows students to type the poem or find it online and copy and paste it, explicitly using the Internet as part of the workflow. Students are told to jot down emotions and images to guide their design and to emphasize certain words with colors or fonts to enhance the poem's meaning.

Students are directed to "do research online" about a chosen poet and to read additional poems using provided web links (Poetry Foundation, Academy of American Poets, and specific poem URLs). Students are told to "use the web and your drawing as inspiration for lines of your poem" and to "save it for the final project," showing the Internet is used as a source for writing. Option 2 instructs students to find and print pictures from the Internet and to locate at least two additional poems by a poet they choose.

Students are instructed that poems may be "typed and printed out" when assembling the poetry journal, and that images found on the Internet may be used to enhance the journal's appearance. A web link to a Review Sheet is provided for study, and students are told to label pages with small headings describing each page's contents. The rubric requires poems to be typed or neatly copied and encourages use of a variety of materials (including Internet images) in the journal.